Consequently, technology has become of the greatest drivers of change in society, revolutionizing industries and channels of communication. Reed (1993) pointed out the role of technology in graphic design: technology is changing how media is collected and presented, changing the methodology of designing and changing the ways how people view and perceive designing.
Considering these factors, the incorporation of technology into graphic design education needs to become more extensive and intensive. It should not just involve technology that is directly involve in design or graphic arts but should also consider technology developing in other fields that affect society. A sensitivity to the technological developments and related social issues leads to a sensitive educational program that can respond and keep pace with the market (Johansson, 2001).
One of the big challenges that educators are facing today is the effect of technology on the educational system. Technology has allowed for more information, methods and resources for education (Franklin, 1990). However, it has also created new technologies that include the integrity of the educational systems, security and intellectual property rights (Feenberg, 1999). Education has followed closely technological developments and has adapted readily most of its developments. However, it has had to deal with the complications of technology as well.
Technology has allowed education access to information and be accessed by students. Technology, more than anything else, has encouraged educational systems to adapt it for new applications of knowledge (Iverson & Marashinqhe, 2001). Industries have encouraged educational systems to answer to their demands by sponsoring researches and professional training. The degree by which technology has become essential in industries is demanding the educational systems include technology in almost all aspects of a discipline and intensifying its inclusion in teaching this knowledge (Brown, 1993). However, the very nature of education and technology is not symmetrical. Both of them follow very closely the developments in society, mirroring the needs and demands of existing social structures and modernization and reflect culture, commerce, industries and the politics of society (Ehrenberg, 2004).
In this model, the education of graphic design professionals is pressured to keep pace with technological needs and mediums of the industry (Franklin, 1990). Education, unlike technology which prospers as it goes beyond its boundaries, education has to maintain limitations or controls necessary to its discipline (Griffin, Holford & Jarvis, 2003). Another difference between the two is that technology drives itself while education in this context is being driven by technology and not itself. Also, it must be considered that technological expenses directly benefit technology while technological expenditures in other field like education affect more its methodology rather than the institutions itself (Feenberg, 1999).
These observations have certain consequences. One of this is that technology has to be deliberately incorporated into educational programs. Therefore, for technology to be incorporated into education, determined action is needed. One of the consequences of these