There is much debate over the potential impact of the iPad and similar technologies when applied to classroom activities. Some view such resources as distractions that impede collaboration and mutual focus among students, while others see them as resources whose natural appeal to children makes them useful in facilitating cooperative activities and promoting students' mutual scaffolding of knowledge and skills. This study undertakes a qualitative analysis of kindergarten children's collaboration, engagement, and overall outcomes when performing drawing exercises on a relevant iPad app, as compared to performing them on paper. The study finds that the iPad is neither a natural aid nor a natural impediment to collaboration, scaffolding, or skills development, but is a viable alternative resource that can be applied to a Vygotskian model for promoting early childhood development.