Available online at www.sciencedirect.com ScienceDirect Computers and Composition 38 (2015) 16–31 Do Digital Writing Tools Deliver? Student Perceptions of Writing Quality Using Digital Tools and Online Writing Environments Susanne Nobles a,* , Laura Paganucci b a Fredericksburg Academy and Old Dominion University b Old Dominion University Abstract Composition instructors have seen a significant increase in the incorporation of technology into the classroom due to societal, governmental, and pedagogical demands. This study examines high school freshmen English students’ perceptions of writing skills and quality using digital tools and online writing environments versus pen/pencil and paper. A mixed methods approach was used with quantitative and descriptive data gathered anonymously using an online survey after the students completed a hybrid study of poetry. The survey results suggest that students perceive their writing to be of higher quality when writing with digital tools versus using a pen/pencil and paper and that writing in online environments fosters enhanced writing skill development. The findings lead to specific pedagogical suggestions, particularly that teachers should ensure that students compose with digital tools and that online feedback opportunities are maximized to promote positive perceptions of writing. By linking the impact of digital tools and online writing environments to student perceptions of learning and writing, this study seeks to understand the influence of these tools and writing environments on students as writers and therefore on their writing itself to assist in the development of strong pedagogical practices in the increasingly digital composition classroom. © 2015 Elsevier Inc. All rights reserved. Keywords: Digital; Composition; Pedagogy; Secondary; Writing; Web 2.0; Blogs; Wikis; Audience; Technology Composition instructors have seen a significant increase in the incorporation of technology into the classroom due to societal, governmental, and pedagogical demands. Over the last decade, digital tools have been presented as a method of engaging students in their literacy practices (Dressman, McCarthy, & Prior, 2009). Education is therefore moving more online, and consequently, students ranging from kindergarten to graduate school are increasingly exposed to and required to use a variety of digital tools in hybrid learning environments, particularly to augment writing instruction. However, research shows that simply using digital tools and online writing environments does not equate to increased student learning, making it important to understand how using these tools affects student writing quality and skills (Agee & Altarriba, 2009). Studies also suggest that student perception of writing impacts writing quality (Wingate, 2010; Woo, Chu, Ho, & Li, 2011). Thus, research on the influences of digital tools and online writing environments on student perception of writing can help teachers determine best practices, improve pedagogical methods, and achieve learning outcomes as opposed to perpetuate or exacerbate negative teaching practices. * Corresponding author. http://dx.doi.org/10.1016/j.compcom.2015.09.001 8755-4615/© 2015 Elsevier Inc. All rights reserved.