The aim of the study is to investigate primary school teachers’ views on digital aspects of teaching students how to write and how they believe digital tools affect their practice in contrast to analogue and traditional aspects. The study examines the extent to which teachers include digital tools in teaching how to write. By using a quantitative survey and qualitative interviews with primary school teachers, information is gathered about the views of, attitudes towards, and ways of working with digital tools in teaching how to write. The results of the surveys show that the tablet is the most common digital writing tool in primary school. The majority of the classes have access to a whole class set of tools and the students mainly write their texts in Word and various other applications. According to the teachers, digital writing increases the possibility for students to access each other’s texts, but most classes in the survey only write occasionally with digital tools. Lack of access to digital tools is evidently a reason why classes rarely write digitally, but not why some classes never do. The results show that teachers see advantages in digital aspects of learning how to write, such as facilitating text correction and inclusion. They also see disadvantages such as technical difficulties and a negative impact on handwriting. The majority of teachers demand a balance between analogue and digital writing practices.