The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all? 2. How will creating a video for instruction affect pre-service teachers' self-efficacy pertaining to the assignment, if at all? 3. When given an open-ended assignment on the subject of content area vocabulary, what themes will emerge from student-created videos? Quantitative data were collected from pre- and post-survey questions, and qualitative data derived from the videos themselves. Somewhat predictably, correlations were found between technology attitudes and self-efficacy. Correlations were also significant between the anticipated graduation rate and the pre-service teachers' attitudes. Two themes emerged from the qualitative data: generational involvement and home connections.