During two long-term studies, which looked at learners who had personal connected devices or were using a powerful online learning community, we found that many users struggled to operate the basic tools. Those who were more active users, rather than somehow miraculously working it all out for themselves, in fact belonged to groups of active users among both friends and families. It seems that learning to be a competent user of technology is a social and cultural experience. However, even where the learners were competent users of the device or service, they were not naturally effective learners using technology. Simple things like arranging their work so they could find it again was a challenge and there was no evidence of working iteratively, incorporating feedback from teachers or fellow learners. Searching skills were pretty rudimentary. They did enjoy drill and practice exercises and referred to these as “games” which they “played”.The minority who did use their devices more did also revisit work they had done earlier, including a few who referred back to relevant work in primary school following transfer to secondary. Being able to create, save , share and rediscover their work via a personal device was a game changer for the few who found out how to do these things – but they were a minority and they had help from home and friends, which made the difference. Not much evidence of the “digital native”.