New tools, new thoughts: Activity theory applied to the architecture learning field

Abstract

According to Jack Goody, the introduction of writing, understood as technological change, produced modifications in cognitive processes because it introduced a greater “abstract” that allowed giving oral communication a permanent form, which in turn allowed to open up the critical perspective and consequently rationality. Therefore, in architecture, with the introduction of drawing computing technologies in learning processes, associated cognitive consequences appear with these new tools. Adopting activity theory as a key theoretical approach, that is to say, theory that allows a deeper understanding focusing on the human relationship with technology; we are going to present an insightful analysis of how changes between 2D and 3D drawing tools bring cognitive changes in architecture students. Hence, this paper examines the cognitive consequences of these changes in these specific community. Through an ethno-historic study drawn on the life stories of four lecturer of architectural design studio carry out in a private university located in Portugal, these cognitive shifts will be studied to gain understanding towards the existing theories about main causes implicated in its emergence. It will be discussed if such a potent tool could generate a dependency that reduce the development of spatial abstraction capacity in the architect student. As well, we will try to consider when it would be better to learn how to manage these tools in order to enhance disposition to acquire new architectonic learning. And last but not least, we will try to reflect about how academic system has influenced this subject. Finally, it comes about the existing discussion about technological affordances and its meaning, if they are positive or negative for an early period of learning.