Why is Norway, the first nation in the world defining digital literacy, as the fifth basic competence in the national curriculum? How has epistemological and ontological issues influenced educational technology and how has this influenced discourse of educational technology in curricula which have led to today's "technology friendly curriculum"? These are central questions in this paper and one of the main aims within the paper is to analyze what kind of impacts, such underlying epistemological and ontological aspect, has been given in Norwegian curricula throughout the last decades in light of Koschmann's (1996) technological paradigms. As consequence of this, the paper will highlight the most relevant discourses about educational technology in different curricula as an entry point to ask, if the increased ICT (Information and Communication Technology) status in the new national curriculum has established new discourses and got any impact in the practice field yet. (Contains 7 footnotes.) [This paper is supported by grants from the Norwegian Research Council.]