This article looks at the introduction of a new learning app for iPads with first-grade pupils in two Norwegian primary schools. Both schools were engaged in digital literacy initiatives at the time of this study, which in one case included an 1:1 iPad initiative. While one school achieved almost seamless integration of iPad practices, the other encountered a range of challenges and tensions in this regard. The article explores how the two schools differed in their adoption of iPads, as well as the practices that emerged. Drawing on actor network theory (ANT), the analysis illustrates how the iPad is enacted through an amalgamation of policy, available technology, and the existing materials in a school's local surroundings.