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

e learned. The UNЕЅСO report on technology encourages the design
of science and technology for education in order to meet cultural,
economical and social needs. It also encourages the revision of
curricula to ensure appropriate science education and technology
literacy for all. Meanwhile, governments are becoming aware of the
significance of advanced computer skill for the development of their
economy to meet the demands of future market and globalised
world. 19,20 Research 21 has also revealed that students are encouraged
to acquire complex skills and necessary knowledge in addition to skills
in technology. This will enable them to function effectively and
professionally in the current globalised world. Nevertheless, research 22
also shows that these skills are lacking in many students in both
developing and developed countries.
The worldwide economic growth has resulted in a constant change in
the economic competition. This requires skilful graduates for the coming
century. Technological knowledge combined with complex skills is
essential to create society members that are able to take responsible
decisions in their professional life as well as everyday life. Students
need to develop skills such as problem-solving and critical thinking
combined with technological skills. Students also need to apply these
skills in a variety of situations. Thus, Mortimer 23 asserts that a strong
conceptual foundation and various critical thinking skills must be the
new basics outlining the key fundamentals of teaching and learning by
emphasising the complexity of the teaching environment and the
18 UNESCO. (2003). Science and technology education in the Arab world in the 21st Century. UNESCO
International Science, Technology and Environmental Education Newsletter. 28, 3-4. p3.
19 Jochems, W., Merriënboer, J. V. & Koper, R. (2004). An introduction to integrated e-learning. London:
RoutledgeFalmer.
20 O'Neill, K., Singh, G., & O'Donoghue, J. (2004). ‘Implementing elearning programs for higher education:
a review of the literature’. Journal of Information Technology Education. 3. p319. 313-323.
21 Senyapili, B. & Basa, Y. (2006). ‘The shifting tides of academe: oscillation between hand and computer
in architectural education’. International Journal of Technology and Design Education. 16(3). p274, 273-
283.
22 ACNielsen Research Services. (2000). Employer satisfaction with graduate skill. Australia: Evaluations
and Investigations Programme Higher Education Division. p7.
23 Mortimore, P. (1999). Understanding pedagogy and its impact on learning. London: Sage Publication
Inc.
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