This paper reports on a study conducted in 2006 with over 2,000 first-year Australian university students to assess their access to, use of, and preferences for various established and emerging technologies. The findings indicate that while many first-year students are highly tech-savvy, particularly with entrenched technologies like computers and mobile phones, their patterns of access and use of other technologies vary significantly. This challenges the notion of "Digital Natives" as a homogeneous group, as many students do not use or have access to certain technologies. The study also explores students' preferences for using technology in their university studies, finding a strong correlation between their current use of certain technologies and their desire to use them for educational purposes. However, the study highlights the need for educators to be aware of the diverse technological backgrounds of students and to tailor their teaching methods accordingly, rather than adopting a one-size-fits-all approach. The results suggest that while some technologies are widely used and preferred, others require further exploration and integration into the curriculum to enhance learning experiences.This paper reports on a study conducted in 2006 with over 2,000 first-year Australian university students to assess their access to, use of, and preferences for various established and emerging technologies. The findings indicate that while many first-year students are highly tech-savvy, particularly with entrenched technologies like computers and mobile phones, their patterns of access and use of other technologies vary significantly. This challenges the notion of "Digital Natives" as a homogeneous group, as many students do not use or have access to certain technologies. The study also explores students' preferences for using technology in their university studies, finding a strong correlation between their current use of certain technologies and their desire to use them for educational purposes. However, the study highlights the need for educators to be aware of the diverse technological backgrounds of students and to tailor their teaching methods accordingly, rather than adopting a one-size-fits-all approach. The results suggest that while some technologies are widely used and preferred, others require further exploration and integration into the curriculum to enhance learning experiences.