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    THE PLACE OF INTERIOR ARCHITECTURE EDUCATION IN TURKEY; KONYA SELCUK UNIVERSITY SAMPLE
    (IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2012) Aksoy, Esra; Kaymaz, M. Kubra
    Education that has developed renewing itself constantly from the existence of human being until now is one of the most significant factors in composition of cultural values and production of necessary information of societies. Development level of a country is related to its educational system. Because, social, cultural and economic development levels of a country advance in parallel with its education system, for that very reason, educational system has changed constantly in historical process and increased its development level and renewed with increase in life qualities of societies. Playing an important role in development of societies, it has preserved its importance in every period all over the world. As in all branches of education, architecture education discipline is as old as human history. Architectural training is considered as one of the oldest professions of human history since it is related with designation of all kinds of places. Interior architecture training has principally started to exist along with architectural training discipline, however, according to development levels of countries it has become a discipline gaining its own identity in different times. After 19th century Industrial Revolution, with rapid development of technology and industry, indoor designs started to gain importance. After World War 2nd, "interior architecture" term has started to be used. Education starting with indoor decoration courses, took the initiative of composition of vocational courses. Thanks to these institutions, vocational process analyses found an opportunity to be discussed in international platform and provided to make studies about collaboration of these processes including education. Interior architecture training was institutionalized in the early of 20th century in the United States of America for the first times. This profession that expanded all over the world, started in 1925 in Turkey under the name of Sanayi-I Nefise Mektebi which is today called Mimar Sinan Faculty of Fine Arts. Afterwards, interior architecture discipline that has expanded rapidly to other universities, is active in 38 state universities and many private universities as undergraduate and postgraduate degrees. Selcuk University, on the other hand, has been active in interior architecture since 2004. Within the scope of the study, interior architecture process in Turkey will be probed, analyses of international interior architecture education criteria contents and curriculum of which have been determined will be made with education systems of other countries. Similarities and differences surfaced will be propounded comparatively. The answer for the question "how can interior architecture training be more developed in Turkey will be tried to be found via a survey to be conducted to students receiving interior architecture education in Selcuk University".
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    THE PLACE OF TECHNOLOGY IN ARCHITECTURE DESIGN EDUCATION
    (IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2011) Aksoy, Esra
    It is true to say that we all experienced a considerable milestone by the advantages that technology has provided us in every segment of life and academic world. Though, it was highly likely that the field of architecture and education have been influenced by those changes experienced by societies. Architecture, as is its origin, is such a dynamic discipline that always keeps itself up to date. But, whether or not our traditional architecture education programs at higher education institutions keep up with the advanced technology of the day is the question that scholars are keen to find considerable answers. In traditional architecture education programs, project development courses are being held by face to face interaction with students. In the second phase, theoretical aspects are followed and supported by computer software and technical drawings. Therefore, both instructors and students need to be available there in the workplace at the same time. However, the same course can be handled without physically being in a lecture room by means of high long distance software technology. In this regard, this study will mention the advantages and disadvantages of embedding long distance software technology in architecture education courses.