This article presents the results of an empirical study based on data from teacher interviews, on how teachers understand and handle the content complexity found in project-oriented teaching. It has a particular focus on the functions of digital technologies. The analyses point to the fact that even in highly framed problem-oriented teaching, the content develops, shifts and changes over the phases of the course. Authentic problems are hard to embank in or by the school’s subjects and disciplines and other types of knowledge than the traditional scholastic ones become relevant. This is the strength of the teaching method – but it also challenges the teacher’s when it comes to qualifying the students’ work and supporting their systematic development of knowledge. At the same time, the teachers’ choice of technology has an impact on the ways in which the content changes, just as the unpredictability of the content contributes with changes and unexpected demands when it comes to the functions and design of the technologies.
This article is in Danish.