Programming in school technology education: the shaping of a new subject content

Abstract In Sweden, as in many other countries, programming has been added to the curriculum recent years. This paper explores how and under what conditions is transformed into teaching technology education. Teachers grade 7–9 were interviewed about they teach context of education, influenced choices made. Data was analysed using content analysis. The results suggest that teachers mainly see a medium explore understand technological systems construction work. further implies are uncertain means terms practices concepts, knowledge can be assessed. process transformation presents with several challenges, related their own programming, quality materials, knowing pupils’ prior programming. addition, indicate work isolation. consequence, intended interdisciplinary collaboration between mathematics on largely absent.