The integration of technology has been a constant fact in various areas of architecture. Currently there are innovative tools to be used both in the architectural design process and in professional practice, so its incorporation in architectural education is necessary for the preparation of future professionals. However, the incorporation of technology in architectural education is a process that involves various factors, so this article aimed to analyze the technologies and software that have been incorporated into architectural education to establish criteria in this regard, in addition to identifying the pedagogical approaches used for their incorporation. A systematic review was carried out through three online scientific databases and a quantitative-qualitative analysis was performed. The results suggest that the most incorporated technology and software are Virtual Reality and Rhinoceros respectively. The main reason for integrating a certain technology or software is the need to encourage the adaptation of these to the current demands of the area. Four main criteria used for the incorporations were identified: selection of learning resources, learning design, implementation and degree of success and evaluation. In terms of pedagogical approaches, the constructivist approach was found to be the most used. The incorporation positively influence the teaching-learning process in architecture education, however, there are limitations to their complete satisfaction, so studies on the subject are necessary, especially in specific contexts.Abstract
Actualmente el desarrollo de las competencias tecnológicas de los estudiantes ha sido un tema constante debido a los recientes avances y el fácil acceso a la tecnología. Sin embargo, diversos estudios han demostrado que los estudiantes universitarios carecen de estas competencias tecnológicas, sobre todo al inicio de su formación académica. El presente estudio transversal con enfoque cuantitativo analizó la actitud, el conocimiento, uso y acceso de las TIC por parte de estudiantes de arquitectura a través de la aplicación del instrumento de actitud, conocimiento y uso de TIC (ACUTIC) adaptado. Los resultados indican que los estudiantes consideraron favorable la inclusión de las TIC en la educación; declararon que utilizan herramientas de ofimática en menor medida, y los buscadores y espacios de interacción social en mayor medida. Un hallazgo importante fue identificar que el uso de software de diseño es superior al nivel de conocimiento que señalaron tener. Se recomiendan investigaciones sobre la accesibilidad e incorporación de tecnologías específicas de arquitectura.AbstractCurrently, the development of students' technological competencies has been a constant issue due to recent advances and easy access to technology. However, various studies have shown that university students lack these technological competencies, especially at the beginning of their academic education. The present cross-sectional study with a quantitative approach analyzed the attitude, knowledge, use and access of ICT by architecture students through the application of the adapted instrument of attitude, knowledge and use of ICT (ACUTIC). The results indicate that the students viewed the inclusion of ICT in education favorably; they also stated that they use office tools to a lesser extent, and search engines and social media to a greater extent. An important finding was to identify that the use of design software is higher than the level of knowledge they reported having. Research on accessibility and incorporation of architecture specific technologies is recommended.
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