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The purpose of this study was to examine whether or not the use of net-book technology in the classroom altered the writing process for elementary students. The impetus for this study stemmed from the fact that more research needs to be conducted utilizing observations and interviews to examine the relationship between one-to-one technology use and student learning. The methodology chosen for this study was grounded theory. Grounded theory was determined to be the most effective method to analyze the data collected through interviews and observations in fulfillment of this mixed-method research study. The study focused on two research questions, one of which considered the impact technology had on the teaching and learning process through teacher and student interviews. The second research question considered student engagement when net-books were used as a tool for writing in the classroom setting based on classroom observations. Prior to conducting the research, an observation tool was created that combined two forms of observation focused on teaching techniques and student engagement in a one-to-one technology-rich classroom. The two observation forms were then compared to one another to determine whether or not a relationship existed between the use of net- book technology in the classroom and the way teachers facilitated learning for their students. To identify a teacher with strong pedagogy, one standard of the rubric for evaluating North Carolina teachers was utilized. The second part of the observation tool relied heavily on teacher and student content knowledge, pedagogical knowledge, and technology knowledge specific to the area of writing. Following the guidelines of grounded theory, interview questions were created for use with individual teachers and with student focus groups. The participants in this study took part in discussions focused on whether or not technology made an impact on the way information was presented, for the teachers, and the way information was received and acted upon by the students. The data collected were condensed into common themes that emerged during teacher and student interviews and also analyzed for statistical significance that became evident through the use of the observation tool. Based on the findings, the implications for net-book use as a tool for writing include a shift away from traditional teaching methods, more self-directed learning for students, increased interaction with others for feedback on writing, and the need for ongoing professional development for teachers in order to improve upon instructional practices. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]