Government support for the production and consumption of educational software is now a key element of New Labour's education technology drive. At present much attention is being directed towards marketing "digital learning" to an educational sector traditionally wary of technological innovation. In an effort to understand the social shaping of this current phase of policy-making, the present paper examines the political and commercial discourses surrounding digital learning and associated initiatives such as "Curriculum Online" and the "Digital Curriculum." After analysing a range of political and commercial texts produced from 2000 to 2005, the paper explores the dominant themes emerging from these discursive constructions--considering in particular the limitations of the often ambiguous yet structured ways in which digital learning is being shaped by its key actors. (Contains 2 tables and 4 figures.)