This study aimed to investigate how and to what extent teachers in grades 4-6 integrate fiction intechnology education and to explore their insights regarding its potential as a didactic tool. The studywas conducted in two phases: an initial survey mapping teachers’ current use of fiction in technologylessons, followed by an intervention in which three teachers incorporated fiction into their technologylessons.

A mixed-method approach was applied, combining a questionnaire with a semi-structured focus groupinterview. The theoretical framework consisted of Vedung’s (2016) implementation theory – examiningteachers understanding, willingness, and ability in implementing fiction in technology education andNordlöf’s (2022) framework for knowledge in technology education.

The findings indicate that while most teachers were positively inclined toward using fiction, they rarelyintegrated it into their teaching due to time constraints and difficulties in finding suitable literarymaterials. The intervention revealed that fiction in technology education led to teacher and studentengagement, conceptual understanding, and discussions on ethical and societal aspects of technology.The study also found that fiction is particularly useful in addressing risks and opportunities associatedwith technology, the impacts of technology in the student’s daily lives as well as contextualizingtechnical concepts. However, teachers discussed that the method can be time consuming particularlywhen the subject is allocated only 30 minutes per week in middle school.