This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the Covid-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitizedcircumstancescompared to ordinary, to greater extent analogically organizedschooling. The study is inspired by action research where five secondary and upper secondary teachers document their work between March 19 and April 2020. Contrastive analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness.Employing different dimensions of knowledge in terms of intellectusand ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalizationand its knowledge in society.