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On July 1, 2018, the curriculum for primary school was revised when the government decided to clarify the school's assignment to strengthen the students' digital competence (Regeringskansliet, 2017; Skolverket, 2017). For the subject Sloyd this means that the  central content in the syllabus stipulates that the teaching should contain conditions for the pupils to combine different materials with digital technology. Digital tools are described as means for documentation of work process and results, and for work with sketches, models and patterns. However, digital technology combined with traditional and other materials is a completely new content of the subject syllabus, which neither has any subject tradition to build on. Previous research and the National Subject Evaluation in Sloyd has shown that transformation of previous new elements in the syllabus has been problematic for Sloyd teachers (Skolverket, 2015; Frohagen, 2016; Jeansson, 2017). Based on questions about how the area could be introduced and dealt with in the Sloyd teacher education, and further in the school subject, a practice based development project was carried out with Sloyd teacher educators in 2018. The participants were allowed to try and investigate how digital technology can be included, be seen, or sets traces in the media-specific expression of the Sloyd subject which is manifestades in the artifact, ie. the product. Based on interviews with the participants, the results indicate that so-called digital technology means a new area to conquer and relate to pedagogically. One of the participant projects that involved trying out different digitally controlled processes of materials is presented to exemplify the exploring of material and digital process.