The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students’ conceptions of learning technology use. The secondary purpose is to examine students’ learning experiences, perceptions, and feelings of technology use in an education course. Data were collected over a week by individually interviewing 15 architecture students, who were becoming teachers of architecture. Each 20-min individual interview was audio-recorded, transcribed verbatim, translated into English, and analysed to identify descriptive categories of the students’ conceptions of learning technology use. The six descriptive categories were: learning online; searching for information and knowledge, defining social media connectivity, exploring a virtual place, designing a model house, and transferring knowledge and understanding. Most architecture students expressed the technology-integrated lessons were interesting. The architecture students perceived educational games as the most useful teaching tools in their future classrooms. The study implies phenomenography can be used as an assessment tool to identify students’ conceptions and characterize their structural aspects, which may be used as curriculum frameworks to design content that moves architecture students from the periphery to the core of the subject.

这项现象学定性研究的主要目的是确定一组二年级本科建筑专业学生对学习技术使用的概念。次要目的是检查学生在教育课程中使用技术的学习经历、看法和感受。数据是通过单独采访 15 名即将成为建筑教师的建筑学生在一周内收集的。每个 20 分钟的个人访谈都被录音、逐字转录、翻译成英语，并进行分析以确定学生学习技术使用概念的描述性类别。六个描述性类别是：在线学习；搜索信息和知识，定义社交媒体连接，探索虚拟场所，设计样板房，以及传递知识和理解。大多数建筑专业的学生都表示技术集成课程很有趣。建筑系学生认为教育游戏是他们未来课堂中最有用的教学工具。该研究表明，现象学可用作评估工具，以识别学生的概念并描述其结构方面的特征，可用作课程框架来设计将建筑学学生从学科外围转移到核心的内容。