Writing is essential for all students to demonstrate their knowledge and skills across various subject areas and tasks. The Common Core State Standards (CCSS) indicate that first graders should write opinion papers, explanatory texts, and narratives. Further, the CCSS requires students beginning in kindergarten to explore digital tools to produce and publish writing, making the use of digital tools for reading, writing, and communicating a requirement rather than a preference. The integration of technology into the classroom has been a long-stated goal of policy makers in the United States, as the use of technology in schools is believed to enhance learning and prepare students for jobs of the future. However, researchers report that a majority of teachers said they never use some technologies for writing instruction. Effective strategies for teaching writing to students with disabilities in Grades 4 to 12 include strategy instruction with and without the self-regulated strategy development model, collaborative writing, setting goals for writing, and word processing. The WEGO (Writing Efficiently with Graphic Organizers) team at George Mason University were awarded the Stepping-Up Technology Implementation grant from the Office of Special Education and Rehabilitative Services in 2012. As a result, a series of technology-based graphic organizers (TBGOs) was developed. This article describes the incorporation of WEGO TBGOs in classrooms.