Abstract: Recent years have witnessed an increase in the iPads’ popularity in K-12 classrooms. While educators believe that digital environments provide students the opportunity to access and create multimedia, their efforts to articulate how iPads tap into language learning have been taken upon timidly by educational research. This qualitative project follows a group of 4 fourth-grade students living in a Canadian city. The students used iPads to collaborate on researching, planning, shooting and editing short documentaries. The study’s goal was to investigate how iPad video editing practices encourage students to support and challenge each other’s digital literacy practices. Using traditional ethnographic methods and audio-visual documentation, the researcher found promise in employing an Actor-Network Theory, Multimodal and New Literacy Study-based analysis to uncover the complexities of co-constructing a digital product, exchanging knowledge and using out of school digital competencies in iP