This paper presents two nine-year-old children who used different oral, written, visual, and digital modes as resources to create meaning and to position themselves socially through multimodal stories. Their diverging experiences with technology as a resource for storytelling draw attention to the importance of studying "the ways that old and new ideas [about literacy] merge and clash across contexts". Furthermore, their experiences help researchers and teachers understand the social purposes and dynamics of storytelling in a technology-rich classroom. (Contains 2 figures.)