This Master thesis is about how to develop a didactic design for a workshop which then hopefully, will in turn give teachers the opportunity to become self-programmable in relation to learn and in relation to use ICT in their teaching. The basic assumption of the thesis is that when it comes to ICT, the ability to “learn to learn” is one of the most important areas for teachers in the 21’ century. We live in a time, where the technological development has remarkably impact on society. The fast and ongoing technological development creates a situation where the competences for today are not necessary the compe-tences for tomorrow. Thereby competence is not final, but provisional, this by many things leads to an increasingly need for thinking about how to prepare and re-educate teachers to future chal-lenges and tasks. The development of web 2.0, software and ICT-tools is an rapidly developing process which chal-lenges teachers, headmasters and schools. In a situation like this the traditional ICT-training is not adequate with the pace of the technology. The situation is that schools can’t afford to re-educate teachers every time a new piece of software or web application is launched from the publishers or is available on web 2.0. Several Danish national reports and studies states that in relation to teachers training in ICT, the investments has in general failed. Teachers might in fact feel competent enough in using ICT, but many don’t actually use these competences in their teaching. Also the development of new teach-er resources creates a need for a general re-thinking as compared to didactics. The focus of our thesis is about, how to make a didactic design or in other words how to create a context for learning. A context where teachers could be inspired being more cooperative and ex-perimental about learning ICT tools and using ICT in their teaching. Working with this question has been an iterative process, where we’ve tried to find and go new ways. In this work we include perspectives form socio-cultural theories of learning as well as other kinds of inspirations. Our didactic design involved not only the teachers, but also ourselves. We had to go from being educators to taking the role as facilitators. By this change of role our focus changed from planning activities to a focus on creating learning processes. Our conclusion upon testing our didactic design is that we made relevant experiences creating new contexts for learning. We succeeded in creating contexts where the teachers worked together and were experimental and reflective about how to use ICT in their teaching. It is also our conclu-sion that our didactic design is a prototype, which needs further development. We conclude that a one day workshop, in our experience, is too short a time to make anyone self-programmable in relation to learn and in relation to use ICT in ones teaching. Based on this conclusion we finally suggest that the didactic design of our workshop successfully, could be used to design teacher training based on blended learning.