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

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

Cite this

Chapman, D. N. J., & Ortlieb, E. (2015). Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest. In E. Ortlieb, M. B. Mcvee, & L. E. Shanahan (Eds.), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (pp. 257 - 277). (Literacy Research, Practice and Evaluation). Bingley UK: Emerald Group Publishing Limited. https://doi.org/10.1108/S2048-045820150000005019
Chapman, Denise Nicole Johnson ; Ortlieb, Evan. / Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest. Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. editor / Evan Ortlieb ; Mary B Mcvee ; Lynn E Shanahan. Bingley UK : Emerald Group Publishing Limited, 2015. pp. 257 - 277 (Literacy Research, Practice and Evaluation).
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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.",
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Chapman, DNJ & Ortlieb, E 2015, Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest. in E Ortlieb, MB Mcvee & LE Shanahan (eds), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. Literacy Research, Practice and Evaluation, Emerald Group Publishing Limited, Bingley UK, pp. 257 - 277. https://doi.org/10.1108/S2048-045820150000005019

Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest. / Chapman, Denise Nicole Johnson; Ortlieb, Evan.

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. ed. / Evan Ortlieb; Mary B Mcvee; Lynn E Shanahan. Bingley UK : Emerald Group Publishing Limited, 2015. p. 257 - 277 (Literacy Research, Practice and Evaluation).

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

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AB - 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.

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Chapman DNJ, Ortlieb E. Pin it! Maximizing the benefits of video usage in a preservice teacher classroom using Pinterest. In Ortlieb E, Mcvee MB, Shanahan LE, editors, Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. Bingley UK: Emerald Group Publishing Limited. 2015. p. 257 - 277. (Literacy Research, Practice and Evaluation). https://doi.org/10.1108/S2048-045820150000005019