Speech recognition used to be hard to get and not very good. Now anyone with a smartphone or tablet has access to it and it works quite well. Students can use it whenever they want! But speech recognition is still an assistive writing feature for some students. Therefore, it could be considered as assistive technology for these students using a data-driven assessment process. This article describes different types of writing tools according to a four-part process: Consider, Try, Assess, and Implement It!