The increasing speed of technological improvements outpaced many design issues. Architectural education has been recently accepting digital design tools and technologies as a feature integrated in design processes and methodologies. The consequences of more of this integration may result in further changing and expanding forms of interaction. This study demonstrates an overview of the state of teaching Computer Aided Architectural Design (CAAD) in the Department of Architecture, Misr Academy for Engineering and Technology (MET). This course is basically designed to enable students to explore new ways of design using Computer Aided Architectural Design software. However, the information presented in this study is probably as transient as the fast development in the field of Information and Communication Technology (ICT) and CAAD. It takes stock of what had been planned for and achieved in the academic year 2007. 
The research problem is identified as the existing traditional way of teaching CAAD course that generally suffered from unsatisfactory learning outcomes. In hypothetical valuation analysis, the study examines the necessity of combining ICT with architectural courses’ teaching in a collaborative design manner. In this sense, it tackles an experimental multidisciplinary approach to develop CAAD courses. It focuses on the innovation of the course by the introduction of ICT both in the contents of the course and as a means of education, and the measures taken to reorganize the contents and didactical approach of the course. To attain its goals stated above, the paper discusses the differences between teaching CAAD by using standard software and teaching the principles of CAAD. It distinguishes four-interdisciplinary system of application for collaborative design in education: social systems, professional systems, educational systems, and innovative systems. This exploration is seldom backed up from a design methodological viewpoint. 
The results show the weak principled distinction between software-teaching and principles-teaching when it comes to computational issues of design systems. The conclusion of the study proposes to distinguish between computational issues and architectural issues relative to design systems. It shows how the developed CAAD course, when taught in combination with ICT and collaborative design approaches, may result in favorable learning outcomes. In developing CAAD course teaching, the new approach required students to create a web page to present their efforts on drafting, modeling, and visualization. This had a beneficial effect on the students’ attitude and enthusiasm for the course material. It also allowed for better planning of the course in terms of data exchange, collaboration and computer-facilities. The framework developed as the conclusion, allows students to grasp new development, use them in their own design work, and to better reflect on their own position relative to CAAD and architectural design. The recommendations stress the need to give more concern to the architectural content of CAAD systems in the way that will allow principles of CAAD systems to be more appropriate for teaching.