The expectations placed on digital materials for educational innovations are set high. However, a dispassionate look at the impact of these materials shows that these high expectations are not met. But, there is still a growing conviction that digital materials will gain in significance for learning both in and outside of school settings. In order to facilitate a productive discussion about the value of these materials an analytical study has been conducted to classify different types of digital learning materials (cf. Van den Berg, Blijleven & Jansen, 2001). Without such a classification the discussion lacks direction clarity, and then it is not possible to establish a sound framework as a basis to access and improve the impact of digital learning materials as an added value to curriculum innovations.