How do adolescents, working adults in midlife, and seniors in the post-employment phase engage with new media such as computers and the internet? What media practice cultures, meaning habitualized forms of collective action with media technologies, have developed within different age groups, and how do these cultures influence intergenerational learning and educational processes? What significance do educational background and gender have in this context? The author has identified primarily generational, but also educational and gender-specific patterns of action and orientation through group discussions and biographical interviews with computer users, and presents his findings based on key generational, media, and technology theories.