This case study focuses on if, and eventually how, teachers’ didactical choices in technology-dense learning environments can stimulate students’ ability to self-regulate, and if this can contribute to the learning outcomes for an exam. The study took place in a class in media and information in upper secondary school in Norway, where the students who went up for the centrally-given exam received a higher grade for the exam than they received for their overall achievement. The study indicates that the teacher’s teaching design with educational technology contributed to the pupils’ learning outcomes increasing. Through the teacher’s didactical choices, there is evidence that the teacher, by creating a learning community focusing on assessment for learning and technology, established flexible and transparent learning processes that developed the pupils’ self-regulation. The study shows that the critical success factor is the teacher and his ability to create a didactics where technology use is justified by didactic choices and not vice versa.

Keywords: Didactics, assessment for learning, self-regulation, educational technology, learning outcome