Technology Adoption in Architectural Education

Technology plays a vital role in design and the pedagogical strategy of Architectural Education. Information and Communication Technology (ICT) gives structure and competence to design and engineering and is deeply vested in the educational and professional industry. The potential for new information and communication technologies for teaching and learning was realized at early stage of development as the new tools would lead to a better, more effective and efficient educational system. Technology has changed Architectural Education and the learning environment; it has become a universal medium and part of the design and Architecture Pedagogy process.

Implementation of Technology  

Information and Communication Technology (ICT) was used for 3D Architectural design, analysis and simulation in the 1960s. The fast advancement of computer technology created a medium of inquiry, development and production, which was adapted and further developed in Architecture, Construction and Engineering (AEC) industry. The introduction of fast Personal Computer (PC) in the ’90s and the development of CAD programs resulted in new possibilities for 3D conceptions, design typologies and work methods. Computers and various peripheral devices rapidly became our partners in research and design; they made Information processing, communicating and visualizing intuitive, simple and reliable. Information and Communication Technology (ICT) introduced complex algorithms for repetition and problem-solving that improved the quality and efficiency of design and documentation. Analysis, simulation, design and manufacture became less time-consuming and perceptible. Information and Communication Technology (ICT) is indispensable for progress in Architecture, Construction and Engineering (AEC) and has become a fundamental part of Architecture education.

Influence of Technology in Architecture Pedagogy

The emergence of Information and Communication Technology (ICT) in the Architecture educational system has brought profound changes in the theory and praxis of Architectural Education and the Architecture industry. Technology and its relation to the physical variables that generate the trends in Architecture design and education are apparent and imperative for progress. The process of design and collection of criteria is based mainly on the medium of conduct, and the introduction of technology has brought visible changes in this process. New design methods through computer algorithms and parametric designs have brought freedom in design and our ability to generate design typologies. The shift in design processes and mediums has created new perceptions of form and function that were only possible to conceive or create due to technological advancements. Today, the average student or professional does not always design by pen or paper; the kinesthetic dynamics and link between the hand and the mind are replaced by the computer and its peripherals, generating a newfound awareness. Technology creates culture, its parameters and algorithms influencing design and Architecture education strategies with new perspectives and direction.

Tools and Technology in Architecture

The prospects and benefits of using modern technology in Architectural education are vast and extensive. The contemporary perspective on design and the built environment is based mainly on our technological capabilities and the need to create a sustainable world for future generations. Developments in the construction industry and the quality of the built environment have been proportional to the development of emerging technologies. Technologies like building information modelling (BIM), Geographic Information Systems (GIS) and artificial intelligence (AI) create real-world digital models of systems and structures. Digital twin models can generate entire data structures, increasing coordination and control over the built environment and making complex systems perceptible for design, construction and restoration. The initial mass model of every structure is developed within the three-dimensional frames of complex computer programs; the structure and envelope are instantly analyzed for fire ratings, code compliances and structural capacity to create briefings that initiate construction. Technology is imperative to Architecture, Construction and Engineering (AEC). Integrating Information and Communication Technology (ICT) in Architectural schools and curricula is crucial for a new generation of professionals who can use modern technology to create ideal systems and built environments.

Technology for Advancement 

Technology has created new structures for Architectural educational systems and project completion routes that are embedded in algorithms and infrastructures. Technology is streamlined with the worldwide internet to increase management capabilities and communication mediums; it has become our everyday tool and medium of conduct for our daily purpose and fulfilment. There are tertiary-level education teachers improving Information and Communication Technology (ICT) literacy levels through self-teaching and on-the-job training, while youths without adequate education rely on distant e-learning to gain education for rewarding futures. Technology can provide complete transparency over educational resources for better communication, funding and enhanced learning systems. Documentation and drawings on Computer Aided Software (CAD) can be stored in secure locations to be retrieved from any part of the world to generate complex information for educational and professional purposes. Information and Communication Technology (ICT) is upgrading our lifestyles by optimizing learning abilities and practices. There is a sense of singularity in our everyday lives; technology is our partner in learning, design, and conduct.

Reference

1. Chukwunonso, F. (2014) An evaluation framework for new icts adoption in architectural education, International Journal of Informatics and Communication Technology (IJ-ICT). Available at: https://www.academia.edu/6489335/An_Evaluation_Framework_for_New_ICTs_Adoption_in_Architectural_Education (Accessed: 09 September 2023). 
2. ADEJIMI, A. (2014) Architecture as distance learning in Nigeria: Possibilities, opportunities and challenges., Academia.edu. Available at: https://www.academia.edu/4489798/Architecture_as_Distance_Learning_In_Nigeria_Possibilities_Opportunities_and_Challenges (Accessed: 09 September 2023). 
3. Geropanta, V. (2021) Information Technologies in architectural pedagogy: From ‘tool’ to a “comprehensive educational strategy, Emerging Trends in Education. Available at: https://www.academia.edu/47617338/Information_Technologies_in_Architectural_Pedagogy_from_Tool_to_a_Comprehensive_Educational_Strategy (Accessed: 09 September 2023). 
4. (No date) Technology adoption in architectural design studios for educational … Available at: https://www.tandfonline.com/doi/full/10.1080/1475939X.2021.1897037 (Accessed: 09 September 2023). 
5. (No date a) Chapter 13 VR/AR technology adoption in architecture education – Taylor’s. Available at: https://expert.taylors.edu.my/file/rems/publication/108543_10129_1.pdf (Accessed: 09 September 2023). 
6. (No date a) Chapter 13 VR/AR technology adoption in architecture education – Taylor’s. Available at: https://expert.taylors.edu.my/file/rems/publication/108543_10129_1.pdf (Accessed: 09 September 2023).