This document discusses a study that critiques the digital dualism perspective on student entanglements with technologies. Through focus groups and longitudinal journaling with students, the study found students' meaning making practices are saturated with digital mediation through devices in hybrid online/offline spaces. This challenges notions of a separation between the material and virtual or user and device. The implications are the need for sociomaterial perspectives and theoretical development to account for posthuman semiotic practices and hybrid subjectivities in higher education.