framework for the implementation of a virtual design studio model in ...

technology in architecture design education despite the great investment
in acquiring the latest technology. This research will investigate the best
practice of technology in design education worldwide. The research will
also determine the UAE‟s need and requirement of the use of
technology to support design education. This is done aiming to prepare
architects that are suitable for the countries ambitious mission for the
future. Based on the gathered information the research will formulate a
framework for implementing the acquired technology in architectural
design education taking in consideration the socio-cultural issues of the
UAE society.
1.2 The importance of Using Technology in Education
The vast advances in information technology (IT) and the availability of
computer systems encourage its application in the delivery of
architectural design education. Researchers 2,3 have actively
investigated the potential of using technology in the education system.
Many studies 4,5,6 have documented the positive impact of technology on
learning. Other studies 7,8,9 suggested that there are several factors that
moderate the extent to which the use of technology influences student
learning. These studies pinpointed proper technology integration into
the curricula as one of the most dominating factors. O‟Leary 10 states
that the enormous advance in computers and Computer Aided Learning
2 Bates, A. W. (2005). Technology, e-learning and distance education. New York: Routledge.
3 Hung, D. T., Cheung, S. C., and Hu, C. (2004). ‘Supporting problem solving with case stories learning
scenario and video-based collaborative learning technology’. Educational Technology and Society. 7(2).
p120-128.
4 Krentler, K. A., & Willis-Flurry, L. A. (2005). ‘Does technology enhance actual student learning: the case
of online discussion boards’. Journal of education for business. 80. p316. 316-321.
5 Kulik, J. A. (1994). ‘Meta-analytic studies of findings on computer-based instruction’. Technology
Assessment in Education and Training. p95, 92-103.
6 Sivin-Kachala, J. & Bialo, E. (2000). Research report on the effectiveness of technology in schools.
Washington, DC: Software and Information Industry Association.
7 Wu, H. K., Hsu, Y. H., Hwang, F. K. (2008). ‘Factors affecting teachers adoption of technology in
classrooms: does school size matter?’. International Journal of Science and Mathematics Education. 6,
(1). p69, 63-85
8 Reffat, R. (2002). ‘Designing with computers in a paperless design computing studio’. In Eshaq, A.,
Khong, C., Neo, M., Ahmad, S. (eds). Proceedings of the 7th International Conference on Computer Aided
Architectural Design Research in Asia (CAADRIA). New York :Prentice Hall. p347-354.
9 Fensham, P. J. (2008). ‘Science education policy-making eleven emerging issues’. UNESCO Section for
Science, Technical and Vocational Education. p20.
10 O'Rielly (1999). ‘Introduction’. In Architectural Knowledge and Cultural Diversity, Proceedings of the 5th
Colloquium on Architecture and Behavior held between April 6-8, 1998, in Ascona, Switzerland. p7
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