Diagnosis of incorporation of digital tools in Architectural Education
Abstract
Higher Education in Architecture faces challenges due to the constant evolution of digital tools in this area. The incorporation of digital tools in the Bachelor of Architecture program at the Autonomous University of Queretaro, Mexico, was examined to identify conditions that would allow the construction of a pedagogical framework for timely and efficient incorporation. A mixed-method approach was used under the Concurrent Triangulation Design. The analyses included a quantitative exploratory descriptive cross-sectional study and a qualitative study based on Grounded Theory. The results showed that social networks are important means of learning and updating knowledge, and self-directed learning prevails among students. The way students incorporate digital tools depends on the design process. A preference for digital tools over traditional techniques was observed, and a gradual integration was recommended. A teachers' perception is required to develop a contextualized pedagogical model in a comprehensive manner.
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References
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