This article represents an attempt to begin a dialogue among the research community to identify what is known about using technology in various content areas. Although it does not present new empirical data, it does offer the reader one researcher's perspective on technology in literacy and language arts. The author discusses the effects of hypertext and digital texts on literacy and suggests pertinent areas that need to be addressed by further research. These include: (1) Do traditional reading and writing strategies applicable to print-based materials transfer to digital text? (2) What are the best methods for fostering students' ability to critically evaluate digital information? (3) Do the reading processes inherent in navigating through the associative web of hypertext transfer to reading print narratives? and (4) What comprehension abilities are prerequisite to derive meaning from hypertext?