In this article, I focus on a review of the existing research pertaining to the use of word processors in K-6 writing classrooms and the effects of technologies on students' writing ability. As integrated as technology appears to be in today's curriculum, the effects of using word processors for writing enhancement, instruction and practice remains to be clearly established. Throughout this article the themes of revision, keyboarding, quality of writing produced, publication, social climate, and student attitude are discussed as consistent areas of focus within the research. Researchers are charged to be consistent in their research designs, operational definitions and settings to produce more generalizable and less contradictory findings.