Educational Research in the Twenty-First Century: Leveraging Big Data to Explore Teachers’ Professional Behavior and Educational Resources Accessed within Pinterest
Item
Title
Educational Research in the Twenty-First Century: Leveraging Big Data to Explore Teachers’ Professional Behavior and Educational Resources Accessed within Pinterest
Abstract/Description
Pinterest, a prominent social media platform and facilitator of social networks within virtual spaces, provides individuals the ability to access an array of resources. Teachers may seek out and share instructional resources and professional support to one another across subjects and content. However, in an era of big data metrics, researchers must find meaningful approaches to characterize resources accessed and shared. Resources may represent teachers’ sense-making of content and/or be part of students’ curriculum within the classroom. This study investigates how we can leverage computational science through machine learning to characterize the rigor of educational resources teachers curate, using a revised Bloom’s taxonomy, at scale within Pinterest. Practically, characterizing the nature of resources shared could support teachers and educational leaders as they seek to improve the quality of instructional tasks within schools.
Author/creator
Date
In publication
Volume
122
Issue
1
Pages
86-111
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0013-5984
DOI
Citation
Torphy Knake, K. T., Karimi, H., Hu, S., Frank, K. A., & Tang, J. (2021). Educational Research in the Twenty-First Century: Leveraging Big Data to Explore Teachers’ Professional Behavior and Educational Resources Accessed within Pinterest. The Elementary School Journal, 122(1), 86–111. https://doi.org/10.1086/715482
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