| Summary |
Digital art portfolios meet the developing technological needs of art teachers while retaining historical benefits. The purpose of this study was to examine the gravity of the benefits and solutions to barriers to digital portfolio use for North Carolina teachers. The results may inform professional development needs addressed by digital art portfolio training and use. An online survey and interviews of teachers currently using digital art portfolios was conducted to understand what efforts teachers had to make to be successful and what solutions became best practices. It was hypothesized that once the initial barriers were addressed, art teachers would value digital art portfolio as a vital tool for student learning and engagement. Results revealed that teachers valued the benefits of organization, assessment, reaching a bigger or wider audience, parent and guardian involvement and technology integration. These benefits resoundingly outweighed the barriers. Notable barriers included difficulty in accurately representing 3D art and texture, and the large amount of training and ongoing support necessary to implement digital portfolios. This research shares the benefits of digital art portfolios with art teachers that are often the sole art educator for their school. It also prepares them for limited technology access and other barriers they would face to incorporate digital art portfolios into their classroom. |
| General note | Presented to the Faculty of the School of Art and Design |
| General note | Advisor: Robert Quinn |
| General note | Title from PDF t.p. (viewed March 9, 2023). |
| Dissertation note | M.A. Ed. East Carolina University 2022 |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
