Digital technology has a lot of potential in terms of teaching and learning. However, experimental and especially survey studies have provided mixed evidence on the impact of digital technology on educational outcomes. The correlation between students' reported use of digital technology and achievement has continually appeared to be of no significance or even negative significance. Instead of measuring the perceived frequency of using digital technology, we developed an instrument to measure the experienced quality of such use. Theoretically, we build on Martin Heidegger's conceptualisation of present-at-hand as a non-functional use of digital technology and ready-to-hand as a functional use of digital technology. Altogether, 203 secondary school students (aged 13–16 years) responded to the questionnaire. The structural equation model revealed that experience of non-functional use of digital technology had a statistically significant impact on perceived frequency of using digital technology at school, while experience of functional use of digital technology had a statistically significant impact on academic achievement. Like in previous research, the reported frequency of digital technology use did not have a statistically significant impact on academic achievement. We highlight that Heidegger's conceptualisation of present-at-hand and ready-to-hand helps us to understand the mixed results of international surveys. We conclude that, to better understand the role of digital technology in learning, in surveys as well as in the classroom, the focus should be on the experienced quality of learning –functional use– instead of the perceived frequency of the use of digital technology.

数字技术在教学和学习方面具有很大的潜力。然而，实验研究，尤其是调查研究，提供了关于数字技术对教育成果影响的混合证据。学生报告的数字技术使用与成就之间的相关性一直似乎没有意义甚至是负面意义。我们没有测量使用数字技术的感知频率，而是开发了一种工具来测量此类使用的体验质量。从理论上讲，我们建立在海德格尔的概念化目前在手作为一个非功能性使用数字技术和现成的手作为数字技术的功能性使用。共有 203 名中学生（13-16 岁）回答了问卷。结构方程模型显示，非功能性使用数字技术的经验对在学校使用数​​字技术的感知频率有统计上显着的影响，而功能性使用数字技术的经验对学业成绩有统计上的显着影响。与之前的研究一样，报告的数字技术使用频率对学业成绩没有统计上的显着影响。我们强调，海德格尔对现成和现成可用的概念化有助于我们理解国际调查的混合结果。我们得出的结论是，为了更好地理解数字技术在学习中的作用，