The blooming body of empirical research into technology inclusion produces ever more insights into how certain educational contexts achieve meaningful inclusion. Similar to how educational policy and national curricula followed technological progress, the foci of research papers also shifted from when technology was just beginning to appear in the classrooms. Technological change is quick, and the expectation to follow these changes is traceable in the discourse. In 1998, Murphy and Greenwood (1998) claimed that over 75% of their study participants had never used computers for learning purposes and advocated that schools make technology more accessible for their learners. Some 14 years later, Tsai and Chai (2012) named accessibility to computers as the first-order barrier to integration out of three total barriers. Another eight years later, in 2020, although there were (and are) many differences in the educational contexts around the globe, in the EU countries, 92% of the households had access to the internet, and only 8% of people claimed to have never used it at all (DESI, 2020). With the first barrier mostly removed, the second-order barrier lies in the TPACK development of teachers: making them explicitly aware of the knowledge components needed to be developed towards a meaningful inclusion (Tsai & Chai, 2012). Finally, Tsai and Chai (2012, p. 1058) propose an additional, third-level barrier: teachers’ design thinking. Design thinking is the extent to which teachers are able “to re-organise or create learning materials and activities, adapting to the instructional needs for different contexts or varying groups of learners”, and it is something that receives little attention in teacher education and training programmes.