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 co-construction 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 = 15) of child peer interactions and teacher child interactions. (author abstract)