iPads are increasingly being put in the hands of children in schools and educational contexts, yet there continues to be larger questions about how they fit into the fabric of daily classroom life and what new stories will emerge (de Certeau, 1984, 1984/2000). In this article, we feature vignettes of data from a 2-year government-funded research project on how children make meaning with iPads across 5 early years' classrooms. Understanding the complexities of literacy learning requires an "in situ" examination. Through our ethnographic approach, we have been able to get closer to an "insider account" of the sociocultural knowledge of early learners and their teachers, as well as a holistic description and interpretation of the phenomenon of being and becoming literate (Le Compte & Preissle, 1993).