Perhaps because of its ubiquitous presence, it is not an easy venture to find a uniform definition of information and communications technology (ICT) in the literature. Another reason for this might be rapid technological change itself; what is precisely understood by ICT use or ICT skills is constantly changing as “ICT is characterized by unprecedented global flows in information, products, people, capital, and ideas” (ICTLP, 2007, p. 16). Most often ICT is not or is only implicitly defined in papers. It is rather common to provide examples of what devices are understood by it, and these typically are “computing devices such as desktop computers, laptops, handheld computers, software, or Internet” (Hew & Bush, 2007, p. 225). The most frequently owned ICT device nowadays by learners in the Hungarian public education system is the smartphone, followed by laptops and tablets (EU, 2019). The presence of ICT devices in our lives has been the result of “a convergence process triggered by the huge scale development of digital technology” (Sallai, 2012, p. 5), and from waking up in the morning with the help of an alarm set on our smartphones through working in the specific software package our job requires to unwinding in the evening watching some online streaming service, technology is constantly there.