Research Translation 1

Digital Portfolios in Visual Arts Classrooms

RESEARCH PROBLEM

In Fitzsimmons (2008) theoretical research study, it was stated that there was a problem with the lack of students having portfolios for educator’s needs (for assessment purposes), and that removing the traditional problems associated with the use and assembly of said portfolios. No variables were stated.

LITERATURE REVIEW

All of the sources were primary. They were also well organized, relevant, and current.

RESEARCH QUESTIONS or HYPOTHESES

Fitzsimmons (2008) states the problem of traditional portfolios quite clearly. saying that they require both a large amount of space to assemble, and a significant amount of time. However Fitzsimmons (2008) does not actually state a hypotheses, instead focusing more on what would be a teacher's perception on digital portfolios as well as student reflective practices.

DATA SOURCES/SAMPLING

Fitzsimmons (2008) presents 9 teachers and their classes, across 5 different schools participated in the study as well as their own classes . Means of collecting data included interviews, tape-recorded teacher journals, focus groups, surveys, and site visits. Locations ranged from elementary through high school as well as varying socioeconomic locations.

MEASUREMENT TOOLS

Fitzsimmons (2008) used the constant comparative method. Otherwise no other tools are described. However validity and reliability of the data is not reported.

METHODOLOGY/PROCEDURES

The procedure for collecting data was adequate for the study. However, important information is missing on how frequently the data was collected. The only times data was said to be obtained was at the start and end of the school year.

RESULTS

Teachers report both an ease for grading portfolios, as well as being able to answer any questions a parent might have on an assigned grade by quickly being able to show the work in question. Also due to some methods of digital portfolios, some were able to be assembled quite quickly thanks the use of a computer and very little extra space was needed at all. This allowed students to review their work more frequently and allowed them to make changes more often. Most teachers also describe that regardless of method of grading, analytical or holistic, final scores came out to be the same. Along with describing that student growth increased with the increased amount of reflection provided by digital review as well as pride in their work.

DISCUSSION

In conclusion Fitzsimmon was able to answer the questions on what teachers responses would be to digital portfolios as well as how students would reach to more reflective expose to their work. The research in question is actually very piratical for K-12 educators. In my own opinion we want to be able to have our students grow to the highest level. With greater interest from students they will naturally grow at a faster pace and thus want to learn new techniques or try old ones again. Also as educators digital portfolios allow for easier access for reviewing students work. Instead of having to move various physical objects, all that is needed is to put in either a flash drive/CD or download them to a desired computer. Personally I found the study interesting and was somewhat surprised due to already having digital portfolios and not realizing a connection. 

Reference:

• Fitzsimmions, D. (2008). Digital portfolios in visual arts classrooms. Art Education, 61(5), 47-53.