1 Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students’ ICT Use, ICT-Related Attitudes and PISA 2012 Test Scores Dominik Petko, Andrea Cantieni & Doreen Prasse Preprint Manuscript, to appear in: Journal of Educational Computing Research DOI: 10.1177/0735633116649373 Abstract: In large scale international assessments such as PISA, TIMSS or PIRLS, research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes towards educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.