Digitization of schools has increased significantly in recent years and is generating a massive innovation boost in education. This development is accompanied by an increased demand for new digital educational objects for schools. The resources required for creating such objects (expert knowledge from teaching contexts versus technological knowledge and infrastructures) are distributed among different groups of actors from digital economy and educational practice. Therefore, the production of such new objects requires new forms of cooperation in the education sector. This article discusses such a hybrid collaboration between a software developer and the teachers of two pilot schools for the creation of interactive learning software. We examine this collaborative relationship in light of different bodies of knowledge that both groups of actors bring to the relationship and that need to be reconciled. We also examine the ways in which the organizational boundaries between schools and companies are temporarily blurred, and the distribution of costs and benefits between the participating groups of actors. By looking at the various dimensions of the cooperative commercial production of these digital objects as well as their (prototypical) experimental stage, the paper analyses the digital transformation of teaching as an innovative social process, structured by economic and educational rationalities
