In this paper, we present excerpts from ethnographic data collected when a diverse classroom of children, some of whom were multilingual and others monolingual in English, used iPads to make videos. We discuss the practices, social relations, objects and material conditions that emerged as the children engaged in this production, with special attention to one child participating in the process. Drawing on New Literacy Studies, theories of the material and the construct "sociomaterial assemblage," and another construct, "production pedagogies," we analyzed the particular interactions this child engaged in while videomaking. These theoretical lenses helped us identify the challenges she faced and some of her strengths that might have been obscured from view during classroom negotiation of textual language, but were revealed when she interacted with digital technologies and multimodal texts. Video production allowed her to position herself and be positioned as knowledgeable, creative and as a legitimate peer with something to contribute.