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

in education is still not satisfactory. The report further suggests that the
Arab education system has to address the issue of technology utilisation
in education. Arabic education systems should emphasise on creating
individuals with technological literacy combined with the critical thinking,
complex and creative skills. For architecture education to be effective
and functional in the global village, this integration needs to be stressed.
Many Arabic universities have launched programmes and strategies for
utilising technology in architecture education. Examples include the
implementation of the paperless studio at King Fahd University of
Petroleum and Minerals (KFUPM) 118 . Several other universities have
witnessed attempts to integrate technology into architecture education,
yet, all of these attempts were individual efforts which did not receive
wider recognition i.e. the CAVE technology in the UAEU 119 . The use of
technology in architecture education remained limited to the utilisation of
CAD technologies as standalone software. However, once the
problems of access and availability are resolved, there remain the
dominating problems of the quality of the education experienced by
architectural departments and the proper integration of the allocated
technology in the education system to be used to its full potential. The
issue of quality is evident in teaching and learning methods adopted by
both teachers and students in the architecture departments in the Arab
world. The emphasis is on theoretical science education as opposed to
hands-on and practical activities. Computers are increasingly available
as standalone machines rather than integrated technologies (or the use
of obsolete equipment). The quality of architectural education
programmes is considerably low. According to Salama 120 the teachers
lack the support to implement new teaching methods and to use new
technologies in arсhitесtural education. This factor further hampered
and delayed technological integration in education.
118 Reffat R. (2002). op.cit. p347-354
119 Okeil, A. (2010). op.cit. p202-216
120 Salama, M. A. (2008). ‘A theory for integrating knowledge in architectural design education’, Journal
of Architecture Education Archnet IJAR, 2(1), p100-128.
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