This qualitative study mainly addresses and examines the impact digital tools have on pupilsin education concerning their comprehension and also the pupils' own perception of the useof digital tools. The study is based on a phenomenological and hermeneutic approach withfocus on two questions: “How can the use of digital tools affect pupils’ understanding ofscience education?” and “What opinions emerge in the pupils’ descriptions of the use ofdigital tools in science education?”. The questions are answered through analysing andinterpreting the response from a survey and interview and comparing them to previousresearch. The results, among other things, are that the effects on pupils' comprehension of theteaching in connection with the use of digital tools are both positive and negative. Thepositive opinions of the pupils show that teaching with digital tools makes learning more funand easy. Digital tools enable faster understanding of scientific concepts and can give thepupils quicker feedback from the teacher. Negative opinions, on the other hand, show that useof digital tools cause distractions during class that in turn lead to stress. Some pupils indicatethat the education becomes uniform when it includes digital tools. The study concludes thatthe opinions of the pupils are diverse, but that digital tools are mostly considered to have apositive impact on learning in science education.