In this essay, the Swedish National Agency for Education's course ”Choosing and Evaluating Digital Learning Resources” is analyzed. The research questions include how the course is structured, if anything is emphasized as important in working with digital tools (and what is emphasized if so), and how much explicit advice is given to teachers and how this advice is formulated. The analysis is conducted through a qualitative content analysis and a coding scheme has been developed for each research question. The TPACK-model is the theoretical framework of the study. The results show that the course primarily consists of explicit advice and that, in most cases, this advice is formulated as lists of concrete advice or lists of questions to reflect on and work with. Important aspects of working with digital tools include purpose, always having a purpose as a teacher, considering didactic questions, and being able to evaluate digital resources. Additionally, the analysis shows that teachers need opportunities for reflection, both individually and together with colleagues. The conclusion is that what is important in all teaching is also important in the development of digital competence. Technology itself does not contribute knowledge, but it must collaborate with the teacher's didactic competence and thus become part of the teacher's professionalism.