This study examines the technological experiences of first-year Australian university students in 2006, revealing that while many are tech-savvy, there is considerable variation in their use of technologies beyond basic tools like computers and mobile phones. The research challenges the notion that first-year students are "Digital Natives" as proposed by Prensky, who argued that they are fundamentally different from previous generations due to their digital upbringing. However, the findings suggest that while students are familiar with many technologies, their use and preferences vary significantly, indicating a more complex picture than the "Digital Natives" theory implies. The study surveyed over 2,120 first-year students at The University of Melbourne, focusing on their access, use, and preferences for various technologies. Results show that most students have unrestricted access to computers and the Internet, but there is considerable variation in their use of emerging technologies such as blogs, social networking, and podcasting. While many students use these technologies in their daily lives, they do not necessarily use them for academic purposes. The study also found that students' preferences for using technology in their studies are not always aligned with their everyday use of technology. The research highlights the need for a more nuanced understanding of students' technological experiences to inform teaching and learning practices in higher education. It suggests that a "one size fits all" approach to integrating technology into curricula is not appropriate, as students vary widely in their technological skills and preferences. The study also emphasizes the importance of considering equity and access when implementing technology in education, as not all students have equal access to the latest technologies. Overall, the study challenges the "Digital Natives" theory by showing that while students are familiar with many technologies, their use and preferences vary significantly, indicating a more complex picture than previously assumed. The findings suggest that educators should focus on understanding students' technological experiences and preferences to design effective teaching and learning practices.This study examines the technological experiences of first-year Australian university students in 2006, revealing that while many are tech-savvy, there is considerable variation in their use of technologies beyond basic tools like computers and mobile phones. The research challenges the notion that first-year students are "Digital Natives" as proposed by Prensky, who argued that they are fundamentally different from previous generations due to their digital upbringing. However, the findings suggest that while students are familiar with many technologies, their use and preferences vary significantly, indicating a more complex picture than the "Digital Natives" theory implies. The study surveyed over 2,120 first-year students at The University of Melbourne, focusing on their access, use, and preferences for various technologies. Results show that most students have unrestricted access to computers and the Internet, but there is considerable variation in their use of emerging technologies such as blogs, social networking, and podcasting. While many students use these technologies in their daily lives, they do not necessarily use them for academic purposes. The study also found that students' preferences for using technology in their studies are not always aligned with their everyday use of technology. The research highlights the need for a more nuanced understanding of students' technological experiences to inform teaching and learning practices in higher education. It suggests that a "one size fits all" approach to integrating technology into curricula is not appropriate, as students vary widely in their technological skills and preferences. The study also emphasizes the importance of considering equity and access when implementing technology in education, as not all students have equal access to the latest technologies. Overall, the study challenges the "Digital Natives" theory by showing that while students are familiar with many technologies, their use and preferences vary significantly, indicating a more complex picture than previously assumed. The findings suggest that educators should focus on understanding students' technological experiences and preferences to design effective teaching and learning practices.