Wilson, M. T. (2012). Using the technological pedagogical content knowledge (TPCK) framework to explore teachers’ perceptions of the role of technology in the implementation of mCLASS®: Reading 3D (Publication No. 3521051) [Doctoral dissertation, North Carolina State University]. ProQuest Dissertations & Theses Global.

Abstract:

“This qualitative study considers the perceptions of teachers from one rural county in North Carolina who implemented the program implementation of mCLASS ®: Reading 3D. Reading 3D is an electronic early literacy assessment that is designed to assist teachers in planning appropriate literacy instruction based on student needs by offering immediate access to individual student data.

This study sought to provide perspectives about which aspects of technology are occurring in schools and the degree to which actual practices resemble North Carolina’s intended delivery of the Reading 3D program. The primary framework that was used to understand the teachers’ perceptions was the Technological Pedagogical Content Knowledge (TPCK) Framework. The purpose of TPCK is to recognize the information that is needed for teachers to be able to properly integrate technology into their teaching.
The findings were acquired by surveying 26 teachers, reviewing online documents, and interviewing eight participants through stratified random sampling.

Although the findings of this study were guided primarily through the TPCK framework, there was a secondary interest in perceptual theory. The results showed that although teachers appreciated the capabilities of the technology, they were not using it to its full potential. These findings suggest that schools seeking to implement technology based early literacy assessment programs such as mCLASS ®: Reading 3D should offer specific professional development plans, solicit teacher input on county-wide standards, and acquire updated technology for a positive implementation climate.

The theoretical implications included closer monitoring of all programs, connection of program to improved student achievement as well as offering appropriate training that supports new technology. There are also implications for future research including investigating the reliability of the assessments before using this assessment as its main support to guiding instruction, adding to the participant pull – including the principals and other staff members, and examining the impact that this program is having on student achievement.

Although the findings from this study would not be considered generalizable, the findings would be deemed useful to other rural counties who are implementing mCLASS ®: Reading 3D.”