The paper will focus on how we perceive new technology and technological development within educational settings, and more precisely the basic premises for the development or construction of "the digital learning arenas". Our point of departure will be a critical analysis of how the Information and Communication Technologies have influenced the formation of the curricular texts regarding ordinary school subjects of the Norwegian National Curriculum issued in 1997 and its implementation. Since then, a number of initiatives have been issued to speed up the process of making the use of ICT a more widely used tool in schooling: a national RDD-institution has been established, national plans for the use of ICT in education, in teacher education have been issued. Our analysis will focus on the rhetorical drift of the curricular text from a context of "management by objectives" to "the new language of learning" which emphasises the flexibility on behalf of the learner. The analysis will establish a critical link between the rhetoric of ICT and "the new language of learning". Within the "new language of learning" (Biesta 2004) the learner is a consumer, with needs that must be fulfilled by the teacher, who becomes the provider who essentially prepares material that meets the needs of the learner. This makes education a commodity available for consumption by the learners. This new language changes education to a technical question about how to meet each learner individually, with ICT as the ultimate tool for creating a personal digital learning arena maximised for the benefit of the individual. This rhetoric challenges the conventional curricula in many respects. It implies that "teaching" has been replaced by "learning". The act of teaching is often suggested replaced by using Learning Management Systems for deliverance of pre-produced learning material and leaving room for personal tutoring. For the preparation of the next curriculum reform, the Ministry has initiated a discourse about the meaning of the term "Digital Dannelse" (Digital Bildung/Formation), which eventually will be a key notion for the coming reform. We will analyse this most recent discourse in order to reflect about what's new, what's unique, what might be regarded as prolongations of different established ways of thinking and teaching, and to what extent questions like these are at the forefront of the discussions. Biesta, Gert (2004). Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik Vol.24. no,1, pp 70-82.