The use of digital tools in education is increasing and different policy documents emphasize the importance of the development of digital competencies. Two secondary science teachers volunteered to participate in this study together with two 7th grade classes. Observations of ten lessons were conducted in the classrooms and field notes were taken. Interviews were also conducted with the teachers before and after the lessons, and in addition a few weeks after the final observation. All of the teaching was based on the use of digital tools and all of the students had their own computers. Data were analyzed through the lens of four critical aspects of digital competencies highlighted in the curriculum and also through the TPACK theoretical framework. The research questions were: How do teachers use digital tools in science classrooms? How do teachers reflect on the use of digital tools in science classrooms? The results showed that some parts of the four aspects of digital competencies were identified in their teaching practice. The teachers supported the students in handling the digital tools and in using them to solve problems. The teachers were confident in the use of digital tools and during the interviews they mainly argued for its advantages. The positive aspects mentioned included access to information, allowing students to work at their own pace, collecting all materials in the same place and making it easy to assess students’ tasks. However, they also reflected on some disadvantages, such as a loss of social interaction between students, but above all, problems encountered by students with learning difficulties. From a TPACK perspective, the data analysis showed that technology itself did not present any problems; the challenge was mainly related to the social aspects of learning and finding pedagogical solutions that would suit all students.