In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

Gifted students have specific educational needs. For instance, they need teaching to be challen-ging and stimulating. Teachers in inclusive settings have a variety of needs to consider. However,when it comes to technology education, little is known about gifted students’ needs. The aim ofthis study is to describe and synthesize knowledge about gifted students’ needs in technologyeducation based on a systematic literature review and a thematic analysis. The results comprisefour themes describing gifted students’ needs and how teaching can be organized to meet theseneeds: Complexity, Autonomy, Authenticity, and Support. The themes, conceptualized as the CAASframework, can guide teachers in their efforts to plan and carry out technology teaching asa proactive response to gifted students’ needs.

Gifted students need complexity in technology education. In response, this article aims to present a fram-ework for analyzing complexity in technology education activities (AKTA), which can be used to meet gifted students’ needs of complexity. The framework has been created by combining abilities (remember, understand, apply, analyze, evaluate, and create) with knowledge dimensions (factual, conceptual, proce-dural, and metacognitive knowledge) and higher order thinking. Furthermore, the framework is applied to activities for lower secondary technology education to demonstrate its utility as an analytical tool. The framework is intended for use in discussing, planning, and developing technology education with a focus on gifted students’ needs.