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The differences between the school and the workplace as learning arenas are often emphasised in discussions about vocational education. Research in this area has highlighted a range of approaches that can bridge this gap and provide a more complete learning experience for students. One such approach is to use different kinds of ‘boundary objects’– such as digital technology – which are present in both learning arenas and which can serve as a link between learning experiences in the school and the workplace. However, to date there has been little research on how digital technology can be used in this way and thereby support students in the learning process. Therefore, this study focuses on various forms of digital technology – such as mobile phones, apps, blogs, and portfolios – as boundary objects in upper secondary vocational education.