Digital technology has become more ubiquitous in classrooms across the western world. Literacy learning is topical in New Zealand education under the umbrella of the current National Standards policy, a policy introduced on the basis of rhetoric around improving achievement for priority learners. The study presented in this paper would then appear to be timely in a number of ways. The paper outlines the historical context and relevancy of the study. The paper discusses the teaching and learning environment in which the research was conducted. Data were gathered through the medium of semi-structured interview and was analysed and a number of themes emerged. Findings indicate that working with digital video as a learning medium can have positive effects on children’s writing. These effects related to increased levels of motivation and confidence. Participants were able to focus on literacy tasks for prolonged periods and that working with digital video in this way had positive effects on the participants’ vocabulary. Confidence was exhibited through feelings of pride and a strengthened personal and cultural voice.
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