Abstract
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The concept of ‘digital natives’, based on assumptions of high technology
literacy of the current generation of students, has triggered extensive discussion
and debate in relation to technology use in higher education. Whilst
several previous studies have demonstrated that generational views of technology
literacy and engagement are not useful to the planning of future teaching and
learning developments in higher education (Helsper and Eynon 2009; Kennedy
et al. 2008; Bennett and Maton 2010), the digital natives discussion has eventually
led to research offering a greater insight into the reality of students’ engagement
with technology. From the non-empirical foundations of the digital natives concept
through initial quantitative studies and now towards new in-depth qualitative
studies, a greater understanding is being developed of the diversity that exists
around students’ adopt and use of technology. This chapter reports on a study
which aims to further the understanding of the motivations, attitudes and practices
of young people in relation to technology. Eight student case studies are presented
which provide an in-depth exploration of the stories behind students’ choices and
uses of technology across the contexts of their everyday life and academic study.