This article explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school, based on nine-year long schooling from age 7 to 16. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of the operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.