Virtual Reality (VR) opens new possibilities in the fields of architecture, design and engineering. If combined with Building Information Modelling (BIM) or simpler 3D models, it could be possible to walk into buildings not yet built or to examine designed objects in three dimensions before they are made. This literature review examines studies in which VR was used in architecture, design and engineering as part of design processes. The review highlights promising benefits, such as increased understanding of complex issues concerning design tasks, size and dimensions. At the same time, several challenges are revealed, such as the inability of VR-systems to offer satisfactory functionalities for sketching and designing. Finally, the author discusses how VR can be implemented in relevant subjects in lower and upper secondary school.

Collaboration between different actors is key to successful projects within the architecture, engineering, and construction (AEC) industry. Virtual Reality (VR) combined with Building Information Models (BIM) is an effective visualisation tool that may aid a team's communication and collaboration. Civil engineering students at Oslo Metropolitan University are encouraged to use such tools, available to them in a dedicated digital collaboration room dubbed the 'Little Big Room' (LBR) along with computers and large touchscreens. This paper explores how the tools in the LBR are utilised by three student groups working on a project and how the students view them, discussed through the theoretical lens of the technology acceptance model. The aim is to suggest how students' utilisation of the technology can be facilitated to improve their learning experiences in collaborative projects. The students were satisfied with using the LBR. However, the full potential of VR was not utilised, such as the option to evaluate the size of the rooms and lighting conditions, something they only realised in hindsight, as not all students perceived VR as sufficiently useful for the tasks given. Changing the criteria of the task or increased focus on the students' first introduction to VR might facilitate increased utilisation of VR as a professional tool.

The use of information and communication technology (ICT) in the Art and crafts subject in general education in Norway is examined through a survey and qualitative interviews with teachers. Both the survey and the interviews reveal that teachers prioritise traditional crafts over ICT. Several teachers view youngsters as digital natives who will master the digital tools anyway, while they fear that material knowledge, motor skills and craftsmanship will be lost. The writings of Vetlesen (2015) and Sennett (2008) on the relationship between craft and technology are used to shed light on the teachers' priorities. The term digital natives is discussed against Nordkvelle and Fritze's term medialized, which suggests that mastery of ICT does not apply to a whole generation. This leads to the conclusion that the Art and crafts subject should include both ICT and craft. In this article, we introduce practical studio work that combines crafts and digital tools, and we discuss if such a combination can meet future challenges in the education of youngsters.

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