This article explores the writing processes of 22 English education scholars over the course of 23 months, resulting in the 2018 publication of an updated National Council of Teachers of English position statement, Beliefs for Integrating Technology into the English Language Arts Classroom. Through a qualitative approach, authors investigated the ways in which scholars (N = 22) examined theory, collaborated across institutions, and utilized technology. The discussion offers recommendations for teacher educators and researchers engaging in collaborative scholarship in a technological era.