Are you a team player or a personal pinner? situating pinterest as part of teachersâ

Lisa Lundgren; Rachelle Curcio; Stephanie E. Schroeder

doi:10.1186/s42862-021-00013-z

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Innovation and
Education

ISSN(Online) 2524-8502

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Empirical Research

Published online September 26, 2021 https://doi.org/10.1186/s42862-021-00013-z

Are you a team player or a personal pinner? situating pinterest as part of teachersâ

Lisa Lundgren¹,Rachelle Curcio²,Stephanie E. Schroeder³

Department of Instructional Technology and Learning Sciences, Utah State University, Logan, USA; Instruction and Teacher Education, University of South Carolina, Columbia, USA; Curriculum and Instruction, Pennsylvania State University, State College, USA

Correspondence to:Lisa Lundgren

Received: June 14, 2021; Accepted: September 15, 2021

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Abstract

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Abstract

Pinterest, a popular social networking site, is used as a resource by educators across all grade levels. We take the perspective that Pinterest acts as a professional learning network (PLN) and interrogate the ways that teachers share resources within online/offline PLNs. Eighty-eight teachers responded to a survey that asked about their social media use as well as their sharing of Pinterest resources with their professional colleagues. Building from the media use typology, we developed the Peer-to-Peer Pinterest Sharing Typology to describe types of sharing, finding that most respondents indicated that they did not share resources, others shared if forced to, and some shared as a way to enhance collegial collaboration. This research expands limited empirical work on both Pinterest as a PLN and on how learning and resources from online PLNs cross into school-based ones. This work will be of interest to those who seek to understand how social media sites play a role in teacher professional learning.

Keywords: Professional learning networks, Social media, Teacher professional development, Qualitative research, Social media typology