This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian "Professional Digital Competence Framework for Teachers," which is aligned with similar frameworks from all over the world and therefore offers insight into international discourse about ICT. They performed a critical discourse study (sociocognitive approach) to uncover inherent knowledge and assumptions about ICT. Findings show an adaptive approach to this technology, which is conveyed as a 'tool', 'arena for participation', '(communication) channel' and 'changing force'. Thus, there is a focus on participation in politics ON the internet. Politics OF the internet and ICT, however, is not mentioned, which indicates that the technology is naturalised and thereby kept away from democratic debate. This suggests a risk of democratic deficiency.