Abstract
This paper attempts to answer three questions: (1) What are the benefits of fully implementing ICTs for the education of professionals, such as architects? (2) What are the difficulties involved with carrying out these technological changes? and (3) How do these benefits and difficulties interact in a rapidly developing Asian nation such as Taiwan? A brief literature review reveals that ICTs are especially well fitted to the educational paradigm of constructivism and that cultural considerations must always be kept in mind when attempting to implement ICTs. Particular attention is given to the increased potential for collaborative work that crosses international and cultural boundaries, molding studies and exercises to the interests of students and teachers rather knowledge that has recently evolved, and how this maximized use will benefit architectural education. Throughout the paper special attention is given to the possibility of fully implementing ICTs for the education of professionals in Taiwan.
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