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In alignment with the rapid advancement of cyber-physical technologies in an information age, we are faced with complex problems that go beyond the kinds of challenges that designers had to deal with in the past. For many of these challenges we do not have established theories, methods, or tools to solve the problems. Therefore, it is critical for architects to not only have expertise in established design methods, but also to be able to rapidly and creatively develop new theories, skills, and technologies. This paper seeks to contribute to the core curriculum of architecture programs by exploring opportunities that benefit from advancements in computation as an innovative approach to teaching digital tools. The paper explores how computational thinking can be used in design as a new way of thinking, making, solving problems, and developing techniques and technologies to nurture creative processes, practices, and design outcomes. The paper presents how advancements in technology and computation may change the process of design. Intelligent Design Systems are introduced as a successful example of teaching "Computational Methods" by the author in several architecture schools' core sequences in the United States. Computational Methods introduces students to computational thinking and fundamental concepts of computation through explorations with generative and analytical technologies. The goal of the course is to explore and elaborate the potential of computation and the role it can play as a part of one's design process; not as a collection of specific tools, but as a way of thinking about design.

CyberPLAYce is our novel, interactive-computational construction kit for elementary school children and their teachers. CyberPLAYce bridges the physical and digital worlds, allowing young students to bring their ideas, stories and class subjects to life through the construction of cyber-physical environments. The CyberPLAYce construction kit is comprised of handsized, magnetic modules integrating a variety of electronic components, and rectangular panels, nearly two-feet measured diagonally, that receive the modules and serve as physical building blocks for constructing cyber-physical environments imagined by children. Through play, children become comfortable with the working modules and panels; subsequently, they are provided matching non-electronic module cards allowing them to quickly compose pattern sequences to map ideas, stories and class content. Additionally, students are provided action and story cards to spark their imagination. CyberPLAYce merges play and learning in the physical world while transitioning students from consumers of virtual and digital-centric technologies into technological innovators and cyberplayful storytellers.

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