This dissertation queries if the Danish teacher education is adequate to the knowledge society. The argument is that historical and cultural factors, understanding of learning and teaching have maintained the structure, the content and the study in a traditional form, which for instance prevents collaborative problem based study processes. The investigation focus teaching and study processes in the main subject history. The concrete object for the investigation is a history class 2003 B, and the period for the inquiry is from September 2003 to February 2004. The problem which form the basis of the dissertation is formulated like this: How can ICT become a tool (artefact) for facilitating the study processes in the main subject history from a predominant individual, results oriented or product oriented activity to more extent becoming activities which display as learning communities of practise, where processes of knowledge building are important? The theoretical foundation for he theories of learning involved is social constructivism – in a broad sense of the concept. The most important theorist who’s models, theories and ideas used in the dissertation are Y. Engeström, E. Wenger and C. Bereiter. The main ICT tool examined is virtual learning spaces designed in the portal FirstClass (SkoleKom) and the students use of these spaces to construct collaborative knowledge building processes, i.e. to counteract the traditional understanding of learning and teaching in the teacher education and to facilitate communities of practice. The collection of data is carried out by means of questionnaires, examination of communication in certain virtual rooms and interviews. The data is discussed in the theoretical context leading to this conclusion: