Pin it!: Maximizing the Benefits of Video Usage in a Preservice Teacher Classroom Using Pinterest

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.

Citation

Chapman, D. and Ortlieb, E. (2015), "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 (Literacy Research, Practice and Evaluation, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 257-277. https://doi.org/10.1108/S2048-045820150000005019