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The 2018 Swedish school curriculum reform introduced programming as new subject content in mathematics and technology education. The aim of the study reported in this chapter was to explore how school technology teachers transform, that is, understand and contextualise programming in technology education. In addition, the study identifies factors that influence the teachers’ transformation process. Teacher interviews provide insight into the process, and the interviews were analysed using content analysis.

The results show teachers’ efforts to integrate programming in the context of technological systems and construction work rather than as an isolated phenomenon. This line of reasoning broadly resonates with the intent conveyed in the technology education syllabus but at the same time teachers express uncertainty about what domain specific knowledge children should have about programming in terms of practices and concepts. The teachers face several challenges during the process of transforming programming into teachable content. These challenges are, for example, related to their own professional knowledge and understanding of programming, the availability and quality of teaching materials and assessment procedures. The interviews also reveal a situation where the interdisciplinary cooperation between mathematics and technology, as envisaged in the school curriculum, is largely absent. The chapter concludes with a discussion of potential consequences for teachers’ reform work and school children’s understanding of programming.