Elementary teachers have a significant responsibility to foster children's abilities to read and write; today they are also encouraged to incorporate technology in their classrooms. This article reports results from an ethnographic study that examined the inquiry and process writing approaches a fourth-grade teacher used in a classroom where literacy instruction and a rich technological environment were successfully integrated. The article discusses both the approaches and the challenges the teacher encountered, which included addressing students' abilities to analyze sources, create quality products, and deal with conflicting information. The article reports that the classroom fostered important literacy skills, such as valuing substantive over flashy results and learning to verify and reference information. The article also explores how the study's findings may provide helpful insights to elementary teachers who seek to integrate literacy instruction and technology. (Contains 41 references.) (EF)