ABSTRACT
There are different kinds of gaps to bridge in relation to the students’ learning in vocational education. In dual systems, some of these gaps are related to school and workplace-based learning, such as gaps in relation to coordinating; keeping track of; or creating possibilities for student learning. Hence, these gaps can concern, for example, administration, geographical distance or different views of learning. One way of bridging gaps in this area, which is the focus of this study, and to connect the two learning arenas, is to use digital boundary objects. To gain more knowledge on how this can be done, teachers at different vocational programmes in vocational education have been interviewed about their experiences of working with digital technology to connect school and workplace-based learning in Swedish vocational education. Their experiences show that depending on which gaps the teachers identify, and what pedagogical aims they have, the kind of technology used differ. In this chapter, we discuss the importance of defining the pedagogical aim in relation to which gap to bridge and then choosing a suitable technology in this context.
