As part of a broader discourse ethnography, the case study on policy discourse in this chapter presents a critical discourse analysis of different technology polices written and published by different actors (political, economic, and educational) in Switzerland. The backdrop of the analysis is a national curriculum overhaul with an intensified focus on digital media. In treating policy as discourse, the Foucault-influenced analysis shows how curriculum reform and policymaking are driven and justified by digitalization and neoliberalization discourse and that these discourses are predominantly accomplished by material processes. Material processes are presented as agents of change to legitimize educational reform and validate specific types of knowledge. Digital skills are constructed as “legitimate” knowledge and promoted as marketable goods that secure employability and maintain normative and instrumental views of literacy.