The propagandization of a Net Generation adds nothing to our understanding of the digital behaviour of young people. Indeed, it is becoming increasingly obvious that the whole concept of a Net Generation rests on incorrect assumptions. Hence, arguments based on a Net Generation are not only irrelevant and misleading but precarious as well. Precarious in the sense that they are mobilized as a decisive means of engineering change, not least in education policy. Only when we stop thinking in terms of the Net Generation can we form a more astute vision of when the deployment of digital learning aids will have a realistic chance of success.