Abstract
ABSTRACT This article presents a discourse analysis of European Union (EU) policy documents on educational uses of digital technology (EdTech) from 2015 to 2022. It explores the ideological dimensions of language use and power relations, particularly concerning the teacher's role. Despite increasing critical scrutiny, the policy discourse in this period remains predominantly unidimensional, framing EdTech as a transformative solution. The study combines corpus-assisted analysis with critical discourse analysis and linguistic pragmatics to reveal how EU policy constructs a normative image of an ‘excellent' teacher inexorably linked to digital competencies. It shows how this discourse implicitly denies teachers' autonomy in technology adoption, reinforcing institutional power dynamics. The paper offers a critical perspective on the ideological underpinnings of language use in EdTech policy, challenging prevailing normative discourses and emphasising the need for a nuanced understanding of the socio-political implications and power dynamics inherent in the discourse surrounding teachers’ engagement with digital technology.
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