Our research starts from two observations. On the one hand, the teaching of writing in languages focuses more on a normative and conventional academic tradition than on a relationship between writing and its social environment. On the other hand, our pre-service teachers come from this normative school and university system. The question is therefore simple: is it possible to train pre-service teachers who do not reproduce the didactics of standardized writing? Our scientific approach is based on theories of multimodality and teacher as a designer. Data collected and analyzed consist of pre-service teachers’ dialogues and multimodal productions. This research, though limited, shows that all pre-service teachers have acquired digital competencies without prior training. They were also able to design new pedagogical environments that relied on both digital, and multimodal affordances, all of which were of high quality.