Although technology determines our everyday life, many of us still have neither special knowledge nor interest. Our study focused on a reliable and valid empirical monitoring of interest in and social implications of technology by applying an existing scale to 610 participants. First, we confirmed the factor structure for the school student subsample which was the age-group of the originally applied scale (n = 369). Second, we were able to extract the same structure for both other subsamples: university freshmen (n = 125) and in-service teachers (n = 116). Interestingly a gender gap occurred in all age-groups for both factors (interest in technology and social aspects of technology). Not surprisingly, male participants showed significantly higher interest and social adjustment to technology. Only in the social context for male and female in-service teachers did no gender difference appeared. Consequently, technology in schools needs an introduction at young ages, where interest in both technology and its social aspects develops and needs support.