In multicultural classroom practices, technology is a power-amplifier tool that teachers can use to "provide multiple approaches to learning for each student" to increase the power of digital artifacts in the learning of science and literacy (Council of Chief State School Officers, 2013, p. 4). Increasingly, both preservice and inservice teachers are expected to transform their instructional activities to engage students in diverse classrooms for a mobile/tablet generation. Studies exploring some of the ways teachers are using or can use technology in the linguistically diverse classroom document not only the power of technology to engage students in literacy learning but also to support students' cultural production of science (Carlone & Johnson, 2012; Machado-Casas, 2014; Martínez-Roldán & Smagorinsky, 2011; Sánchez, et al., 2014). This article focuses on how technology can be used to support students' cultural production emerged from the science and literacy learning experience of Chinese bilinguals in an after-school program.