The problem that led to this research is a lack of integration of digital tools in writing instruction at elementary school may result in students who are not digitally proficient writers being at a disadvantage (Culatta, 2021). Research surrounding teachers' attitudes towards the role of technology in the classroom usually refers to the frequency of tools (Rosen et al., 2016) with limited literature specifically related to writing instruction. Research surrounding technology use in elementary classrooms would benefit from an understanding of how digital and traditional methods may combine rather than replace (Howell & Perez, 2020). Writing proficiency for students is an essential component to learning growth in all subjects at school (Graham, 2019). This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework to explore how digital tools are used in digitally-rich classrooms for writing instruction in elementary classrooms. The findings show that the writing experience for students has shifted with digital tools changing how students write. A clarification of what comprises writing is required when text production can be audio to text, produced by artificial intelligence. Teachers learn from their colleagues which digital tools are effective in writing instruction to help prepare students to be proficient writers while maintaining their authentic voice. [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.]