Abstract
The goal of the video in the classroom video project at an elementary school was to increase student achievement by making learning come alive to students, have learners actively engaged in the process of learning through authentic learning experiences, and make that learning have meaning to their lives. Fifth grade students created group video literacy projects for book reports, point of view story retellings, election coverage, and a community service documentary. Students used digital video, incorporating the most important aspects of the language arts curriculum into their assignments, while developing literacy and using a familiar medium. To write scripts, students retold events and facts in a logical and sequential manner, and summarized and synthesized facts from various sources; the ability to complete this task is a key indicator of comprehension. Students also gained fluency as they performed their scripts and learned self-correction skills. Video allows teachers to conduct authentic assessment of the students' critical thinking skills. Although the concept of how learning objects should be integrated into educational curricula still remains a source of controversy, it is obvious that digital media is the language of this generation of learners.