Approaches to using devices in the classroom can be classified as learning "with" technology or learning "from" technology (Howland et al., 2011). Though the benefits of constructionist, learning "with" technology learning experiences has been discussed (e.g., Baytak & Land, 2011; Levinsen, 2008), few studies have compared learning "with" technology to learning "from" technology in the classroom. This study is a comparison of a constructionist, learning "with" technology approach to an instructionist, learning "from" technology approach to using iPad applications in support of reading comprehension. Findings show a significant difference favoring the learning "with" technology class on in-depth reading test scores and motivation. This study suggests that a learning "with" technology approach to using iPads for reading comprehension has motivational and learning benefits.