The Impacts of the Common Core State Standards on Teachers' Resource Seeking and Access within Pinterest
*Names in bold indicate Presenter
Pinterest represents a predominate virtual space for teacher interaction, knowledge, and information diffusion. Survey results of a sample of 90 early career teachers (ECTs) across four Midwestern states find 78 use Pinterest at least once per month for educational purposes. Within this group, 73 ECTs report acquiring educational resources within Pinterest. This may have implications for education policy and curricular coherence as communities of teachers become more connected beyond physical boundaries.
Resource acquisition and sharing may directly relate to national changes in educational reform. We examine a nationally sponsored curricular reform, the Common Core State Standards (CCSS), which explicitly defines content standards and national expectations for student success within mathematics and English Language Arts. We use an interuptted time series regression within a sample of 172 ECTs and their closest colleagues within school across two Midwestern states to identify changes in teachers' resource acquisition patterns before and after CCSS enactment as shown in model 1 below.
Teacher Pinterest use volumet
=β0+β1CCSSt+β2Montht+β3Montht x CCSSt
Teacher Pinterest use volumet is the total volume of teachers' Pinterest use at montht
CCSSt is a dummy variable which takes on a value of 0 or 1 given CCSS implementation
Montht is a continuous variable
Montht x CCSSt is the interaction between the CCSS intervention and month
β0 is the total volume of teachers' Pinterest use at time 0
β1 is the change in total volume of teachers' Pinterest use after CCSS implementation
β2is the monthly change in total volume of teachers' Pinterest use before CCSS implementation
β3 is the difference in the monthly change in teachers' total volume Pinterest use, total pinning volume, after CCSS implementation relative to before
β4 through β6 represent a seasonal effect
Table 1 presents differences in the average slope of teachers' pinning behavior before and after CCSS implementation.
Table 1. Summary table of regression analysis for total volume of teachers' Pinterest use (Nmonth=20)
*p<.05, **p<.01, ***p<.001
Significant differences in the monthly increase of overall volume of teachers' Pinterest use, before and after CCSS, is -262.65 pins, indicating an approximatley 52 pin decrease in monthly pinning volume after CCSS implementation (210.32-265.65=-52.33). Thus, after CCSS, teachers continued to use Pinterest to access educational resources, however, they accessed less overall. We also find significant effects on pinning behavior across academic season, corresponding to summer break and statewide assessments. Results suggest teachers' Pinterest use relates to their local and national context. Ongoing work includes identifying district level responsiveness to curricular and policy change.