Abstract: In the last decades, the topic of the implementation of digital technologies in education was transformed into a space for disputes, in which the role of the actors involved in the educational process is negotiated and reframed. In this brief paper, we propose to analyze how the roles of “teachers,” “students,” and “technology” are described in a public policy document that provides visions, principles, and examples of how schools and districts in the U.S. can leverage technology to “rethink education.” The proposed study is based on the premise that perceptions regarding the roles of teachers, learners, and technology influence political and practical decisions regarding the incorporation of various technologies in educational settings. We use discourse analysis (DA) as a methodological approach. It works with language in use, situated and contextualized, making its claims grounded in the text and illustrating how discourse operates in given contexts. Preliminary results indicate that technology is perceived as the most prominent agent of transformation, responsible for empowering and enabling teachers. Additionally, most of the teaching practices described and endorsed in that document section are described as having technology as the agents, teachers as the executors, and students as the beneficiaries of the results.