數位科技在過去三十餘年間，從觀念、定位到技術層面，全盤顛覆了平面設計的定義和生態。這些科學技術所引領出來的，是一種設計師在社會功能和角色上的重新定位。但其中最值得我們關注的，是設計教育在數位浪潮之中左支右絀的窘況。這整體問題的核心有兩個主要關鍵：一個是數位移民（digital immigrants）與數位原住民（digitalnatives）的差異，另一個則是藝術與技術在設計教育中的平衡關係。本研究報告討論及歸納出現今設計教育所面對的三大挑戰：專業師資的短缺、學界與業界在核心知識與專業技能需求認知上的差異，以及視覺設計教育的邊緣化，並且針對數位時代的平面設計教育，提出了Designer as Producer、增加平面設計教育的廣度、數位科技是一種媒材而非工具、共同教學，以及同儕學習等五項針對教育改革所提出的思維與建議。

Beginning in the late 1980s, digital technology revolutionized graphic design. To take the observation about digital technology one step further, it has transformed much more than applied arts. It has actually transformed, and continues to transform, the world as we know it. It is a tool, a new media, and to many, a whole new way of life. Given the all-encompassing nature of digital technology, the stakes are extremely high for young digital natives who will, in effect, be responsible for shaping our "digital culture" and perhaps our future in many other respects. The current conceptual "disconnect" between technology and "art" in graphic design education seems to be predicated on the idea that those who specialize in technology cannot be creative and that truly creative artists cannot and need not extend their creativity to the technological arena. In order for the new generation of designers to gain a complete understanding of the characteristics and principles of the technology they are using, and to thus become capable of applying creativity to the technological arena, we must begin to take concrete steps to integrate art and technology in the graphic design curriculum. This paper discusses the challenges of teaching graphic design in the age of social media, introduces examples of successful integration of art and technology in college graphic design courses, and presents ideas for future possibilities.