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.

在中学技术教育中，通过数字工具（数字模型）进行可视化和仿真的工件，系统和过程的模型是一个相对较新的元素。技术老师教数字模型以满足数字能力课程大纲的标准，适用于例如使用数字工具解决问题和记录文档。但是，关于教师如何在教学中使用数字模型，他们的意图是什么以及他们选择什么内容方面缺乏知识。但是，众所周知，教师的经历会影响教学。因此，本研究的目的是调查教师在义务学校进行数字模型教学的经验，以促进该领域教学的更多知识。这项研究采用现象学的生活世界方法，以及与初中技术教师进行的12次半结构化访谈构成了经验数据。对数据进行了主题分析，结果是体验数字模型教学的四个主题，表明技术教师的教学目的和目的各不相同。加强和整合其他学科，可视化技术，以学生，启用数字化建模，并准备为学生未来。此外，结果还表明，教学的内容和方法各不相同，并且教师并不是将数字模型作为一个单一的想法而是作为多种想法的混合物来体验的。这些发现可以用作进一步研究和开发有关数字模型的教学的基础。