Digitalization has proven to be a successful way for organizations to develop and improve both infrastructure and effectivity. In 2019 a national IT-policy for the Swedish education system was presented with the goal of leveraging digital technology to improve both the quality of education and organizational effectivity. The Swedish education system has a history of trying and failing to adopt IT-solutions effectively, efforts and results differ between schools and regions. The language used to define this new policy does not show many signs of development in reference to previous attempts. This thesis studies the effects of language and discourse on the ongoing digitalization efforts in Swedish schools. By adapting a framework for critical discourse analysis, the language used both in the national policy documents and by employees within the education system was analyzed. This study makes the following contributions: the way the Swedish education system understands technology complicates any digitalization efforts; secondly, the discourse regarding digitalization directly affects organizational learning and the development of the national policy itself; lastly, a change in discourse is needed for the Swedish education system to be able to learn from the past and work towards the future.