Digital Curriculum Resources are a new, fast-growing educational technology for learning mathematics that can allow today’s classroom to be transformed instantaneously. More efficient technology, however, does not necessarily equate to increased student achievement. To ensure that these technologies benefit their learners, it will become critical for schools to identify potential barriers and develop plans for addressing these barriers during implementation. This qualitative case study sought to better understand the experiences of various stakeholder groups at a suburban middle school that has used a digital mathematics curriculum for the last two school years. Using an interview protocol, two administrators, five teachers, 10 students, and 15 parents were interviewed about their experience using a digital curriculum. Data were electronically transcribed, coded, and categorized for analysis. Overall, responses were more negative than positive regarding their experience using a digital curriculum. Administrators identified numerous barriers with teachers and students negatively impacting use of a digital curriculum. Teachers were more critical than supportive of the curriculum and suggested the curriculum may not fit the needs of the community. Students expressed mixed feelings regarding the curriculum identifying multiple benefits and barriers. Parents reported a lack of connection to the digital curriculum. Additionally, teachers and students identified the digital device as a significant distraction to the learning process and multiple groups identified significant training needs for staff, students, and parents
