I think I can relate most too the study on Danielle DeVoss. I remember getting a computer just about the same time that DeVoss did, but I was an only child so I got free reign on the computer. My parents were also focused on education and literacy development though schools. I was also the same way with computers as DeVoss. I would normally be on the computer playing games or looking around on social networks, but my time was always limited on the computers. In school, at least earlier school, there wasn't much need for us to ever use the computer for anything. As I got into high school, I was always on the computer for a presentation in one class or a paper in the other.
At the same time, my high school relationship with technology mimics more of Brittany Moraski's story. I was always the computer student, and most of the teachers I had knew it. Whenever a problem came up, they would ask the class if anyone knew (which normally meant 'Eugene, come help me out'.) In one class in particular, I was asked to take the class a second semester in a row. This wasn't because I didn't do well, but because the teacher knew my work and wanted me to teach the class while he dealt with other parts for the senior class “End of the year” stuff (prom and graduation). High school was almost scripted through my computer, and I grew literate through schoolwork and through self-teaching through games and interfacing with the computer.
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