This practitioner research explores ways children engage in literacy learning through storytelling with the use of touch technology in a VPK (Voluntary Pre-Kindergarten) classroom. With access to diverse touch technology devices but no experience using these technologies, a VPK teacher explored strategies to use the resources to enhance literacy learning in the classroom with the support of a professional learning community (PLC). The PLC consisted of a master's student, university faculty, school director, and a technology liaison. The implementation of this study took place over three weeks, and every week children created a different story. Collected data include photographs, student voice recordings, anecdotal notes, and a reflective journal. The three weeks of implementation data showed how touch technology provided a new modality of learning representation for young children in my classroom. The findings suggest that multiliteracies complemented traditional literacy, storytelling enhanced children's communication, and touch technology functionality went beyond literacy skills.