a) Main findings
The reports frame the findings differently: Salaway et al. regard their key findings empirically from an institutional perspective (as 'interesting or relevant to helping college and university administrators' when making decisions (p.10)), while Kennedy et al. adopt a reflective, critical stance in regard to the 'fundamental assumptions' of the Net Gen discourse and the action of these assumptions on professional practice.
Salaway et al. group their findings under eight headings, according to ongoing research questions of prior ECAR studies. The report by Kennedy et al. is a research design and strategy statement outlining the objectives and methods of a programme of empirical research, and as such it lists no findings.
b) How do the these reports suggest students' use of technology is changing?
Salaway et al.
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Boom in ownership of laptops and mobile devices; anticipated 'tidal wave' of demand for mobile device web browsing support (p.6).
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'[T]echnology is first about communication' (p.10), email and social networking outstripping email. Around 50% using SNS for course-related communication.
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Mounting evidence of students using/creating audio/video media, building on a core of 'basic technologies' (p.12) with ever-more sophisticated media and discipline-specific tools, both those provided by institutions and others interchangeably and alongside each other.
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Emergence of preferred ways of using technology for study: web searching, communication, blogs and wikis, and user-mediated tools.
Kennedy et al.
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Social networking and SMS.
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'[P]ersonal digital publishing' (own websites, blogs).
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Use of RSS feeds and syndication to access audio/video for use on mobile devices (downloads and podcasts).
c) How do the these reports suggest students' use of and attitudes towards technology is staying the same?
In addition, I found it interesting to look at what the reports identify as unchanging, particularly Salaway et al. Most notably, 'most say they prefer only a “moderate” amount of IT in their courses (59.3%)' (Salaway et al., 2008, p.11). What is still more striking is that this pattern is unchanged over five years when 'the overall digital environment has become increasingly dense', and it covers 'all age groups' (p.11). It has to be remembered that the study covers 'traditional' students in campus colleges and universities, and that respondents emphasised that technology should not replace face-to-face teaching and instruction.
Lastly, there is a persistent view that convenience and flexibility (for learners) are the key advantages of technology in learning (Salaway et al., 2008, p.13-14).