To fully engage with the teaching of the digital technologies curriculum, it is helpful to undertake a critical examination of Australian national and state computing curricula within a global context. This chapter includes a commentary on 21 st century skills and digital literacy. There is a case study that looks at the way in which the computational thinking concept has grown in international markets with its own agendas and how this is now shaping the Australian computing curriculum. Confusion over terminology and challenges to teachers and curriculum developers are discussed.