ABSTRACT
I have been using video as a mode of student composition in my former high school and current college classrooms for 18 years. During that time, I have seen powerful classroom learning experiences in reaching a wide range of students and accomplishing a number of English language arts (ELA) applications in meaningful group settings. Throughout my career, I have encountered non-print skeptics who asked, “So what”? So what if they are making a video poem? They still need to pass a high-stakes test based around print literacy skills. So what if your teacher educators know how to use video in the classroom? They still need to follow standardsbased instruction.
