This study concerns how teachers in upper secondary school experience that they can work with connecting school with workplace learning (APL in Swedish) in vocational education using digital technologies as learning tools. In vocational education, a gap between different learning arenas such as school and workplaces is often emphasized. Different ways to bridge this gap in order to create wholeness in students’ learning are discussed in research (cf. Illeris, 2009; Kilbrink & Bjurulf, 2013; Tuomi-Gröhn, & Engeström, 2003; Tynjälä, 2009). One way is to discuss different kinds of boundary objects, which has been done in research on boundary crossing, where the value of learning in different arenas is highlighted (Akkerman & Bakker, 2011; 2012). Digital technology can work as boundary objects to connect learning in different arenas (Baartman, Gravemeijer, & de Bruijn, 2013; Schwendimann, Cattaneo, Dehler Zufferey, Gurtner, Bétrancourt & Dillenbourg, 2015). However, there is a lack of research on how teachers can work with digital technology as boundary objects and thereby help students in their learning process. Therefore, in this study we focus on teachers’ work with digital technology, such as apps, blogs and video, as boundary objects in upper secondary vocational education.

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