Atherton, P (2023) Search smarter? Leveraging Pinterest for learning. In: Schwartz, D, (ed.) Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot. Routledge. ISBN 9781032117614

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Abstract

This chapter considers the findings of a small-scale research examining how student teachers in K-12 (Secondary) can use social media platforms as pedagogic tools. Thematic analysis was deployed as a methodology, to help organise potentially unwieldy qualitative data, narrow the focus and develop research-informed proposals for use in the classroom. The broader aims of this chapter are to explore the value and limitations of Pinterest-a social media platform-for use in a classroom and in the context of the literature. A supplementary aim is to contextualise Pinterest in the world of educational technologies (or edtech). In this chapter, I will propose collaborative authoethnographies as a future method of exploring the ontological and epistemological questions arising from qualitative inquiry. Initial findings reveal a disconnect between student teachers' social media use in schools. The limitations of the study were its small sample size and the paucity of peer reviewed or policy literature specific to social media and Secondary education.

Item Type:	Book Section
Uncontrolled Keywords:	edtech, teacher education, teaching, education, edtech, technology, autoethnography
Subjects:	L Education > L Education (General)
Divisions:	Education
Publisher:	Routledge
Related URLs:	Author
Date Deposited:	01 Dec 2021 11:52
Last Modified:	28 Feb 2024 00:50
Editors:	Schwartz, D
URI:	https://researchonline.ljmu.ac.uk/id/eprint/15852

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