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The AI Generative Text-to-Image Creative Learning Process

Design and Technology Education: An International Journal · 2024

Key points

  1. Examines whether text to image generation changes the need for visualisation competency in design education.
  2. Develops the analogy with photography's historical displacement of drawing as representation.
  3. Situates the debate in design teacher education rather than only student tool use.

Summary

This open-access paper examines whether text-to-image generation tools alter the requirement for visualisation competency in design education, developing an extended analogy with photography's historical displacement of hand drawing as the primary mode of visual representation. A distinctive feature is that the argument is situated within design teacher education rather than being confined to student tool use, raising questions about what educators themselves need to know and be able to do. It provides the foundational conceptual frame that educators invoke when debating which hand skills remain essential in an AI-augmented curriculum.

Source

Source: Design and Technology Education: An International Journal ↗ (Research)

Cite this item

Design and Technology Education: An International Journal (2024). ‘The AI Generative Text-to-Image Creative Learning Process’, Design and Technology Education: An International Journal. Available at: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation/article/view/2433

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