Preservice Teachers + Pinterest = TPACK in Action PROCEEDINGS
Paulette Stefanick, Debbie VanOverbeke, Southwest Minnesota State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This survey research study investigated the development of Pinterest boards by preservice teachers for use in math and reading methods courses and accompanying field experiences. After completing the Pinterest activities, 39 (34 females, 5 males) math methods and 32 (29 females, 3 males) reading methods preservice teachers in early childhood and elementary education completed surveys at the end of fall 2013 and spring 2014 semesters. Responses indicated preservice teachers enjoyed the use of Pinterest in their course work and found it provided easy access to engaging and useful hands-on activities. The teacher educators noted preservice teachers were able to self-navigate Pinterest without formal instruction. Results also showed the majority of preservice teachers did not know how to determine the research backing of Pinterest strategies. Therefore, a need exists in teacher education courses for instruction in identifying research-based strategies.
Stefanick, P. & VanOverbeke, D. (2015). Preservice Teachers + Pinterest = TPACK in Action. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3434-3437). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2017 from https://www.learntechlib.org/p/150478/.
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