This article shares the results of a 3-year study of the use of threaded discussion groups within intact eighth-grade classrooms in a middle school in Southern California. Using mixed-methods data collection and analysis, it addresses questions about how technology may be used effectively to create engaged writers and how student access to effective technology teaching may help to overcome the "digital divide." Through intervention, observations, interviews, questionnaires, and examination of student work, the study describes and documents the usefulness of integrating technology with the literacy curriculum. Findings include documentation of increased knowledge of "new literacies," critical thinking skills, highly engaged students, and authentic response to literature. Students' perceptions of themselves as writers improved, but gender differences were noted. Boys' perceptions were highly correlated on the preyear and postyear surveys. Implications for teacher education preparation programs are included. (Contains 3 tables.)