When compared with traditional science subjects, technology has a more fragile position in both Norway (Sanne et al., 2016) and Sweden (Hallström, Hulten & Lövheim, 2013). One way this is displayed in Sweden is through teachers’ uncertainty regarding subject content (Skolinspektionen, 2014). In Norway, many teachers feel that they lack the skills required to teach technology (Sanne et al., 2016). This symposium consists of three contributions each dealing with the problem of establishing a common subject content. The first contribution addresses the relationship between teaching science and technology and presents results from a project where teaching has been designed for the parallel development of scientific and technical knowledge. The second contribution examines the conditions for teaching about technology and society in the form of technology teachers' intentions with their teaching.The final contribution highlights the inclusion of programming in school, a specific example of subject content surrounded by great uncertainty amongst policy makers and teachers. All build upon a way of dividing technological knowledge in three main categories as used by, among others, Dahlin, Svorkmo & Voll (2013), Sanne et al (2016) and Skolverket (2011a).