The document discusses designing digital didactics for iPad classrooms. It summarizes a study in a Danish municipality where iPads were introduced to schools. The study observed innovative teachers who applied new methods with the iPads. Five patterns of iPad integration were identified, ranging from strong alignment of technology and didactics to limited learning experiences. Exemplary teachers used apps in transformative, complex, peer-reflective, and personalized learning. They designed new learning goals beyond the curriculum and boosted learning through digital products. The document concludes by discussing principles for rethinking digital didactical designs, such as a focus on active learning processes over exams and bringing non-formal learning approaches into the classroom.