Digital literacy is an important aspect to consider within teacher education as a way to address twenty-first century learner needs, particularly in early childhood contexts where developmental concerns should be paramount in making instructional design decisions. This article is a design case of a graduate level early childhood education instructional technology course revision, including course design elements and learner feedback. Collaboration with P-12 instructional technology experts on the re-design yielded a fluid course more in line with current conversations and professional development happening on the P-5 level.