This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers’ improved pedagogical framing and children’s enhanced learning dispositions. The pedagogic framing included the children making mini-movies and avatars which were uploaded onto the nursery website. It is argued that such innovative and creative ICT pedagogy was strongly motivational and afforded opportunities for coconstruction and sustained shared thinking (SST) as it engaged with children’s and families’ digital cultural habitus. The research reports on field notes, interviews and observations (n ¼ 15) of child peer interactions and teacher child interactions
