How I would use the group function of Zotero for research, organization and collaboration:
In my current position as a elementary school CTI, I would like to use the group function of Zotero with 5th grade G/T students researching Westward Expansion. I will need to: install it on all of their laptops, have the student accounts approved by the district, set up the student accounts and teach them how to use it. Then they will be able to research on their own, but work together using the group function to create a library of information on Westward Expansion. This way they will be able to automatically organize the research each individual locates. After their library has been created, they can use the resources from the library to individually create their own website about the subject. The group function of Zotero will add collaboration to an otherwise individual assignment and speed up their research process, allowing more time for students to use the information in a productive piece of work!
My group library:
My article from the Boise State Library:
Teachers’ Pedagogical Beliefs and Their Use of Digital Media in Classrooms: Sharpening the Focus of the “Will, Skill, Tool” Model and Integrating Teachers’ Constructivist Orientations
Author: Dominik Petko
Publisher: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800.
Edition/Format: Article Article : English
Publication: Computers & Education, v58 n4 p1351-1359 May 2012
Database: ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: British Library Serials; WorldCat; Elsevier
The “will, skill, tool” model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.