The ubiquity and frequent use of digital technologies raises public concerns regarding the potential adverse effects of technology on user well-being. Literature points out the contradictions in findings and the difficulties in synthesizing knowledge due to the use of different measures in research, as well as the specific context and users. In addition to the total time spent using digital technologies, it is necessary to take into account the different circumstances of use in order to be able to define clearer guidelines for parents and professionals. Given the lack of research dedicated to middle childhood phase, this paper aims to clarify the relationship between digital technology use and executive functions based on data of 10-year-olds (4th grade) children (N=400) collected as part of the Child Well-being in the Context of Family (CHILD-WELL) project funded by the Croatian Science Foundation. According to mothers' estimates, children typically use digital devices for approximately 3 hours per day during the weekends, which is slightly below expectations and close to existing recommendations based on research on the relationship between technology and physical activity. Boys more frequently play games or use applications for entertainment, while girls more frequently listen to music, create various media content and communicate via applications. Children generally do not have pronounced executive function difficulties as indicated by the mothers' estimates on the BRIEF2 questionnaire. This finding aligns with expectations, considering that the sample consisted of typically developing children. Frequent Internet browsing and communication via applications are associated with less executive function difficulties. Activities such as watching video content, listening to or creating music, creating photos or videos, and visiting social networks are not associated with executive function difficulties. Results of this research indicate that caution is needed only with boys who are generally more prone to executive function difficulties and spend more time playing video games or using applications for entertainment. It is important to note that the specific games and applications involved are not known, and this is most likely a bidirectional relationship. Future research should investigate this relationship in more detail, taking into account other potentially important variables such as sleep quality. Although parental mediation did not show significant results, a more detailed analysis of specific parental mediation strategies in the observed relationship between the use of digital technologies and children's executive functions is recommended.