It has now almost become unavoidable to ignore the fact that DT (Digital Technology) has created new challenges for Architecture education ahead. Digital Technology has forced the governing bodies and authorities to think of new ways and new systems for Architecture education. I, personally strongly feel that this discussion would help us formulate new systems for opening front doors of education for DT and also improving education systems altogether. The presence of Internet in education itself has shown us remarkable changes in the system. Say for instance, being able to communicate with design faculty outside the country was never so easy or getting an opportunity to look at foreign student's work was not so often. We need to discuss the DT at various levels of education. Most important level is the students, then the faculty and third is system of the institute. For institutes, the dilemma still exists, whether to allow conventional skills like sketching, manual drawing and painting to be nourished or to accept “computers only” as a new tool. The dilemma is unnecessary and has no grounds to exist. These both things are totally different and have to be looked in a different way. This discussion is not to discard the conventional means of communication or drawing, but it is initiated with an intention to peep into the future of design education.
Institutes need to be more sensitive towards the infrastructure today. The list which till now talked about building, faculty, library of books only today needs to consider and incorporate computers and reprographic facilities also. Adequate training to faculty is must, to ensure that DT penetrates as a core belief, and not only as a subject worth 50 marks or so and that DT becomes an integral part of teaching and learning process. The scenario where Architectural curriculum is of five years, generally language and grammar is talked about in first year or in some universities in first two years. DT shall be introduced at the same time. This language or skill will help students perform more efficiently in further years.
Next,Peer learning has its advantages. Its imperative to understand the varying background of student participants and faculty needs to encourage and train the tech savvies to lead and guide other students to comfortably adopt the new tool. Students of generations ahead are fortunate that their faculty may not talk to them about designs in the compartments of plans, sections and elevations that happened in many institutes for many years. To reach fruition, a digital design sensibility must pervade the school culture. A positive learning community is crucial to making computers effective in architectural education.
Computing shall not be restricted to design or graphics subject, the use of DT shall pervade the entire education culture. It’s necessary for faculty and administration to come out of “technology phobia” and become a part of paradigm shift.
Further, the role of computers is not restricted to drafting assistant only, for Architects and computers have evolved as systems in the design culture, where DT has been effectively used for simulations, modelling, management and estimations. The potential of DT has been successfully exploited in various areas of Architecture.The future of DT now totally depends on the systems of the institute. We have to see to what extent institutes agree that the DT can become the process of design thinking.