Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    2 Citations (Scopus)

    Abstract

    Purpose - This chapter explores how preservice teachers can use videos via social media to organize their ideas and enhance their understanding of content and pedagogical practices. It exemplifies how teacher development programs must embrace and become more in tune with societal practices and norms. Methodology/approach - The methods of data collection for this study consist of participant observation of in-class activities (descriptive field notes reconstructing dialogue and activities), an open-ended questionnaire, and a focus group interview. Findings - Five primary themes were revealed that describe preservice teachers scholarly experiences using Pinterest: igniting digital serendipity, Pinterest critic in relation to their thinking, Organizing and nesting knowledge, Picky pinning researcher, and Expert distributor of knowledge. Practical implications - Teacher educators should consider how participants demonstrated a sense of pride in their scholarly creations and some began displaying modest amounts of expertise and characteristics of leadership within their local community both online and in-person.
    Original languageEnglish
    Title of host publicationVideo Reflection in Literacy Teacher Education and Development
    Subtitle of host publicationLessons from Research and Practice
    EditorsEvan Ortlieb, Mary B Mcvee, Lynn E Shanahan
    Place of PublicationBingley UK
    PublisherEmerald Group Publishing Limited
    Pages257 - 277
    Number of pages21
    ISBN (Print)9781784416768
    DOIs
    Publication statusPublished - 2015

    Publication series

    NameLiteracy Research, Practice and Evaluation

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