Teaching materials not only support students but also support teachers in how they transfer their subject knowledge to teaching. Teacher guides are often digital and can address teachers by talking through or talking to the teacher, thus supporting teachers. In this paper a digital teacher's guide for grades 7-9 is analysed to see how it communicates with the teachers. The teacher's guide in technology education was analysed by content analysis in two steps. Firstly, on whether it talks to the teacher or through the teacher, and secondly the units that talk to the teacher were analysed by using six design principles. The results show that most of the guide (75 %) is text that talks through the teacher, e.g. by giving direct instructions for the teacher on how to carry out the teaching. In the remaining sections of the guide, text that talks to the teacher, there are examples of all six design principles. These sections include the purpose and structure of each chapter, describe key content, highlight challenges, suggest teaching adaptations and provide definitions of important terms and concepts. The analysed guide does not take advantage of the benefits of digitalization. Teacher guides should enable teachers to adapt and expand upon the material. It is important to design teacher guides with more text that speaks to teachers, not just through them.