Many of today's students are lacking fundamental skills of literacy and writing that are needed to successfully meet academic requirements in order to graduate, leaving students inadequately prepared for the technological demands of the modern workforce, which relies on the frequent utilization of various forms of cloud-based productivity tools to effectively communicate and collaborate with peers. Therefore, it is imperative that all K-12 students have ubiquitous access to technology through school one-to-one initiatives to improve students' writing performance and enhance their technological proficiencies. The purpose of this study was to examine a first-year one-to-one technology initiative and its effects in constructivist learning environments on the writing performance of middle school students with diverse socioeconomic status in sixth, seventh, and eighth grade. In this study, writing performance was analyzed and compared for students with lower and higher socioeconomic status, which was determined based on students' qualification for and participation in a free or reduced lunch program. The existing writing performance data originated from the district writing assessment and the LEAP comprehensive assessments administered at the beginning of the school year, preceding the implementation of the one-to-one initiative, and administered at the conclusion of the school year, succeeding the first-year implementation of the one-to-one initiative. The findings of this study indicate there was an overall increase in the writing performance of lower socioeconomic and higher socioeconomic middle school students, based on the comparison of pre-test writing performance data and post-test writing performance data. Furthermore, the findings also indicate there was a greater increase in the writing performance of lower socioeconomic students in all grades, based on their pre-test to post-test data, in comparison to the writing performance of higher socioeconomic students in all grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]