The participants expressed very different sources of their interest in technology, but most experiences are not linked to their secondary education. Perhaps this is so because they experienced how technology has become part of life when they were attending secondary education, as expressed by Iván and András. Zsóka and András said that their interest originates from their families, one of András’ parents is an online journalist. András added that it was a special experience for him to live through the development of technology, and while he claimed it never reached a point of addiction, in secondary school, what technological devices one had was kind of a status symbol. Sándor’s interest was access to knowledge, and gradually the possibility of conducting online lessons, while Iván mentioned that his interests were founded in video games.

4.3.2.1 Discussion. The participants voiced that technology had never been an integrated part of their primary and secondary studies, partly because the importance and territorial gain of technology occurred as they were growing up. Participants’ general interest in technology manifested in mirroring family members’ interest in technology, peer pressure and extramural activities. While extramural learning about technology can be an advantage for learners in the future, there is no guarantee that hobby use of devices would directly result in knowledge gains (Benson, 2013; Lajtai, 2020) because use is only arbitrary and there is no reflection made to its dos and don’ts. The literature confirms the importance of family patterns as well as role models (Sáinz et al., 2012) in developing positive attitudes and important digital competences, but as educational policy focuses on the importance of techno-inclusive education, more progress should be made towards including technology and digital competences education. The Hungarian National Curriculum now includes a subject, Digital Culture, to be taught between grades three to 11 (Hungarian Official Gazette, 2020); however, this initiative can only meet its educational potential if there are enough subject experts to teach this new subject (Graham et al., 2012; Tsai & Chai, 2012).