Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?

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'Disruptive technologies', 'pedagogical innovation': What's new Findings from an in-depth study of students' use and perception of technology (2008, background): “Kirkwood and Price (2005) report on data spanning five years from evaluation data on students’ attitudes to and experiences of technologies.”
First year students' experiences with technology: Are they really digital natives? (2008, background): “Kirkwood and Price (2005) argue that “few students have high levels of competence across a wide range of applications” and that “familiarity with the use of email does not imply expertise in rigorous online debate and discussion” (p. 271).”
The undergraduate experience of blended e-learning: a review of UK literature and practice (2006, background): “Gender differences in access have reduced over time although women are still more likely to report using a ‘family resource’ at home rather than their own computer (Kirkwood and Price, 2005).”
Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, background): “Despite the widespread growth in practice, concerns continue to be expressed about the extent to which effective use is being made of technology to improve the learning experience of students (Cuban 2001; Guri-Rosenblit 2009; Kirkwood and Price 2005; Zemsky and Massy 2004).”