Writing is necessary for workplaces, and schools should equip students with basic proficiencies. The problem was primary students were not acquiring foundational writing skills. Foundational skills such as handwriting, spelling, punctuation, sentence construction, and typing should be effortless as students leave primary grades as the focus turns to developing and communicating ideas. Technology-integrated writing instruction and practice significantly impact student achievement and confidence but needed to be addressed in the literature when focusing instructional methods to close the achievement gap. The purpose of this basic qualitative study was to examine how writing practice using digital tools influenced beginning writers' confidence in acquiring foundational writing skills. The study employed a basic qualitative methodology grounded in the self-efficacy element of social-cognitive learning theory and constructivism. It surveyed 17 global educators via an anonymous English questionnaire on Facebook's EduProtocols Community and Twitter's #twitterEd, probing their perceptions of technology's role in boosting beginner writers' skills and confidence. Data were manually coded and analyzed thematically. Key results indicated a positive impact on beginning writers' foundation skill acquisition when participating in digital writing practice. Recommended actions included fostering professional development around digital tool integration and promoting policy changes for effective technology incorporation in teaching methods. [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.]