Syftet med denna studie är att få en inblick i hur lärare på mellanstadiet arbetar med teknikämnet i skolan. Detta görs genom en enkät, vars frågor är upplagda efter tre frågeställningar: Vilka tankar har lärarna om teknik? Hur ser pedagogernas teknikundervisning ut? Vilket undervisningsmaterial använder lärarna sig av i teknikämnet? Totalt är det 65 lärare som arbetar eller har arbetat med teknik på mellanstadiet som deltagit i studien. Enkäten har visat på att de flesta lärarna som deltagit tycker att teknikämnet är ett roligt, spännande och intressant ämne som dock är svår bedömt, tids- och materialkrävande. Undersökningen visar även att de flesta lärarna tycker det är bäst att arbeta med teori och praktik varvat, då båda delarna behövs för att eleverna skall förstå teknikens innebörd i samhället / The aim of this study is to gain insight into how teachers at Middle Schools in Sweden (grade 4-6) carry out their teaching of the compulsory school subject technology. This was accomplished through an online survey, which was divided into three sections based on the following three research questions: What thoughts do the teachers have of technology? How do the teachers carry out their teaching of technology? What materials do the teachers use in their teaching of technology? All in all 65 teachers, who currently teach or previously have taught technology at Middle Schools, have participated in the survey. The result reveals that most of the teachers involved find technology to be a fun, exciting and interesting subject, but that it is difficult to evaluate and grade the students, and also time and resource consuming. The study also shows that most of the teachers prefer a variety of theoretical and practical activities, since both elements are required to give the students an understanding of the importance and significance of technology in our society.

The purpose of this study is to investigate how teachers assess their students in the technology subject based on formative assessment. As a method, semi-structured interviews were used and conducted with six middle school technology teachers. The result shows that the teachers have a common understanding of the concepts within assessment and that all teachers use formative assessment in their teaching. The results also show that teachers are bound by the frame factors that limit and influence their opportunities for teaching and assessment. The subject does not have a stable didactic core content and there is uncertainty regarding how the curriculum should be interpreted while the teachers lack collegial support. Formative assessment is described as an important tool in relation to the nature of the technology subject and the interest in formative assessment can be supported given the right conditions.