I am a second-year teacher who spent my first year teaching as a long-term substitute. One of my assignments was in an urban school on the north side of Lansing, which was the same school that I completed my student teaching. This school is a 4th-6th, Title I school, has an 83% free/reduced lunch rate, and serves a large population of refugee and EAL students. Many students’ main access to technology is through cell phones, which can be used in school with teacher discretion. There are 4 to 5 sections of each grade level, and each grade level has one iPad cart with 30 iPads, and a laptop cart with 30 HP Minis. Teachers can sign them out at their convenience. There is also a computer lab located in the library that can be signed out. I had long-term positions in both the 4th and 5th grade, as a sub and as a student teacher. In both grade levels, I taught or finished a research-writing unit. The units differed greatly; one was a 5-week process, and the other a 3-day mini-book. Both units covered gathering and documenting sources, which was the students’ weakest skill, specifically documenting and citing sources.