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Collaboration: Transforming Teaching and Learning Practice through ICTs in Architectural Education
PROCEEDINGS

, National Taipei University of Technology, Taiwan

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Current pedagogical approaches must prepare students for collaborative thinking and at the same time cultivate independent reflection. In a knowledge-based society teachers will need to adapt to new ICTs and models of teaching and learning. Applying ICTs in education will extend teachers' and students' creative skills and enable them to meet the demands of a rapidly changing society. How architects approach change in this transitional society will be important to their careers and prospects for success. The educators who meet these transformations will be open to breakthroughs, plan with vision and foresight, and help their students and the nation open new frontiers. This paper helps to define the needs of collaboration and representation and will be distributed to a wider audience in the near future. The study is mainly based on desk research, including recent and current scholarly literature on the issues and problems in the use of ICTs in collaborative learning. The research leads to specific recommendations on how to adapt ICTs in school curricula.

Citation

Wang, T.J. (2007). Collaboration: Transforming Teaching and Learning Practice through ICTs in Architectural Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1723-1730). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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