Technology fastly becomes more relevant, both in real life and within mathematical and technological education. In everyday life, this technology frequently comes in form of a black-box, a system whose inner-workings are (partly) unknown to the user. In this paper, we argue that we should emphasize teachings about black-boxes in technological and mathematical education. This is because a black-box conception of technology is neglected by current teachings, but crucial for everyday life. To bridge this gap, we present a model that can be used as a basis for such teachings. We argue why the containing conception and analysis techniques are useful for mathematical and technological education. More precisely, we argue that such a model can be used as meta-informational knowledge to reflect upon technology, especially in cases with incomplete information.