We paint a picture of preadolescent students' thinking on a topic of everyday importance: the right to use and the responsibility not to abuse digital technology in school. We analyzed the writing of students in grades 4-7 in response to an essay prompt about classroom iPad (tablet computer) use after a hypothetical cyberbullying incident, focusing on the solutions that students proposed to avoid a repeat infraction. Solutions were categorized into six types, each of which, in turn, tended to embody one of the two orientations toward this issue: One emphasized restricting rights to device access, and the other placed responsibility for appropriate device use on the students themselves. We explored students' focus on rights or responsibilities in light of their social perspective-taking skills and their grade level. Findings suggest that grappling with urgent, personally relevant social and moral issues stimulates analytic and writing skills.