The pandemic led many schools to invest in technology that remains in classrooms today. The abrupt changes did not leave much time for professional development or planning time on how to use these digital tools to support literacy development effectively. Educators continue to grapple with how to use this technology to support language arts, specifically writing. Literacy teachers who strive to integrate this technology into their instruction must consider digital inequalities, the digital literacy skills students already bring with them, and how to differentiate digital literacy instruction for those with varying levels of competence. This literature review explores the research into digital student writing, online composition, digital inequalities, problematic characterizations of adolescent digital writers and writing, and the power of teacher perceptions. Implications for practice and future research are also discussed.