An area of contention has been created in the educational realm with disruptions caused by adaptation of technology. In the case of this study, the Summit Learning program is the technology that was creating disruptions in educational institutions. The reception of the implementation of this program has been split, with certain parties having embraced it as the ideal tool to promote personalized learning: a pedagogy that has been thought to aid schools in addressing mandates to close achievement gaps. Others, however, have been very vocal opponents of the use of the platform, and this dichotomy in the reception of the Summit Learning program had garnered media attention, resulting in a large body of text providing commentary on this phenomenon. In examining the public documents yielded by the media coverage through ad is course analysis, the researcher ascertained that there was a hierarchal structure in implementation of the Summit Learning platform, which started from the creators of the platform, subsequently trickling down to local school district administrators, then teachers, then students and then parents. Though there were discrepancies within the individual groups that constituted this hierarchal structure, the perception of the platform became progressively more negative when exploring discourse from parties on the lower rungs of this hierarchy. Upon consideration of various discursive elements and the interdiscursivity among various discourses, the researcher ascertained that the varying reactions stemmed from different notions regarding the platform's perceived usefulness and discrepancies in interpretations of how the platform was to be used, which has been made evident in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]