While using technology in the classroom has been taken for granted as ‘good thing’ or ‘smart thing’, improving students learning, many teacher educators have argued teachers need to develop technology-related professionality. Teachers have been trained to teach with technology for many years, but many teachers still seem to find the effective integration of technology in their teaching challenging and it is yet rare to see smart enough classroom practices. This research aims to understand, based on Foucault’s theoretical notions of ‘discourse’ and ‘power’, the formation of such a gap between the technology-focused educational claims and the actual reality of teachers’ educational practices. The study is situated in a specific educational context of promoting an idea of “SMART education” in South Korea. It will closely investigate a set of claims about technology, teaching, and teachers in the SMART education discourse and their construction, circulation, and influences on teachers’ practices by collecting and analysing language use in various texts. An ultimate purpose of the study is to deconstruct the taken-for-granted assumptions related to the SMART education, which seem to impose certain pedagogical ideas upon teachers, which may not support teachers’ classroom practices in reality.