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Pinterest + Research = Preservice Teachers’ Strategic Use of Instructional Strategies
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, , Southwest Minnesota State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This two-year survey research study conducted with elementary and early childhood preservice teachers investigated the use of Pinterest in math and reading methods courses and accompanying field experience classrooms. Thirty-nine math and 32 reading methods preservice teachers participated in year one, while 49 math and 46 reading methods preservice teachers participated in year two (n = 166). Year one of the study focused on the general use of Pinterest. Year two of the study focused on the use of Pinterest strategies aligned with Marzano’s research-based high-yield instructional strategies. Major findings included preservice teachers (a) use online resources as the prime source of strategies, (b) enjoy the use of Pinterest in course work, (c) benefit from Marzano’s instructional strategies when choosing teaching activities, and (d) with guidance, are more likely to strategically choose online strategies backed by research for use in their own classrooms.

Citation

VanOverbeke, D. & Stefanick, P. (2016). Pinterest + Research = Preservice Teachers’ Strategic Use of Instructional Strategies. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2406-2412). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2020 from .

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  • Exploring How and Why Educators Use Pinterest

    Jeffrey Carpenter, Amanda Cassaday & Stefania Monti, Elon University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2222–2229

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