This study focusses on how an IT-tool, in particular the Microsoft OneNote class notebook, can support textual multivoiced learning processes in the way that Olga Dysthes has described multivoicedness (1997). The investigation is carried out in an upper secondary school in Denmark from a phenomenological and socioconstructivistic point of view, and it has been build up as an iterative evaluation, inspired by an approach towards evaluation, called ‘Innovativ Evaluering’ (Dinesen&De Witt, 2010, 2013) The results of this study shows, that the class notebook can afford multivoicedness. It affordances an easy overview of the many voices in the classroom, both from students, teachers, texts and other voices and therefor allows the teacher to make uptakes, high evaluation and ask authentic questions. The students can interact dialogically in the collaboration space and make reaccentuated uptakes from it in their assignments. But this study also shows, that the notebooks affordances is very much effected by its context. Therefore, the teacher needs to be very active in order for dialogical multivoicedness to happen. This means, that the teacher must be actively scaffolding the dialogical processes by forming questions that forced the students to interact dialogically, make high evaluations and a good, visible structure in the class notebooks. The class notebook also seems to be difficult for some students to navigate, and therefore the teacher should try to ease the navigation, e.g. by making table of contents and internal link, to motivate the students to use the tool. Therefor the short conclusion of this study is: The class notebook is suitable for mediating multivoicedness, but it needs strong didacticization in order for this to be successful.