The tendency towards computer aid in design presentations differs in academia than in the practicing field; practice seems to welcome computer aid in presentation, whereas in academia there seems to be a dilemma. In this study, we approach this duality based on our teaching experience within an interior architecture curriculum. First, we unfold the problematic to identify the contributing factors, then we observe the tendencies through a questionnaire with design students and interviews with design instructors, and finally we project upon our findings. We claim that the contributing factors to the problematic are: loss of author identity, problems of authenticity, and proficiency of the instructors in computers. Also we claim that although the transitional period of accommodating computer tools in design education in terms of presentation seems to be over, an adjustment period is starting anew. One of the powerful aspects of this period is not allowing hand skills to fade away. (c) 2004 Elsevier Ltd. All rights reserved.