ABSTRACT
This chapter explores what kinds of conclusions can be drawn about students' patterns of engagement, once such fixed forms of framing have been set aside. It opens with a methodological discussion, looking at the consequences of moving away from frameworks. The chapter presents an approach that remains consistent with the situated, emergent accounts. It illustrates this approach by discussing examples of students' engagements with digital and material devices, as well as with people, during the course of their studies. Students' relationships with technology are complex, evolving and constantly renegotiated. The temptation offered by frameworks is to neaten this messiness by categorising people and things. The chapter draws attention to the risks of slipping from the analysis of situated cases into the development of normative types as some kind of framework. To avoid such a slip, it is important to emphasise that the orientations presented above do not constitute 'types' of students.
