This study aimed to examine the forms and technical resources selected by elementary school students as well as their affordances and limitations when writing multimodal text. Furthermore, it investigated the interaction types and coherence of multimodal text forms produced through the selected forms. In this study, 25 elementary school students’ multimodal text writing processes were screen-recorded and analyzed in the digital environment. The following were found to affect the form and technical resources selected by students: experience in using digital media, lack of systematic digital classes, restriction of computer use at home and school, preference for simple communication methods, and negative perception of digital media use. In addition, the students mainly wrote multimodal texts using concurrent modes, and coherence was not properly considered. It is necessary to study instructional plans for education regarding the use of digital devices and media and the production of cohesive multimodal texts.