Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more thanreading and writing skills.This paper presents a case study of technology-mediated instruction at the primary-school levelincluding an analysis of the designed task and how the teacher orchestrated the digital resourcesduring three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learningtrajectory were video recorded and analysed from a multimodal perspective with a focus on thedesigned task and the processes of how pupils orchestrate meaning through their selection andconfiguration of available designs.The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’work developed from the linguistic design provided by the teacher towards visual design and theuse of images as the central mode of expression in the process of creating advertising films. Thefindings also indicate a lack of orientation towards subject content due to the teacher’s primaryfocus on introducing the software.