Media creation has been almost exclusively a domain of media and communication fields. Traditionally, non-media fields, such as public health and health promotion, do not typically include media creation courses. As media technologies continue to advance, however, opportunities arise for the development of new pedagogical models based on new conceptions about teaching and learning that are commensurate with and mindful of these advancements. In this context, digital technologies are not viewed merely as a convenient tool to produce, disseminate, and receive information but as part of a pedagogical method that allows students to learn concepts while they explore, experiment, and create specific messages. This approach is particularly significant in public health and health promotion, fields that not only recognize the wide range of impacts media and media messages have on people's perceptions, attitudes, and behaviors, but also engage in the wide use of media, especially videos, to inform and educate the public, and to communicate health messages. Requiring students to create media messages provides them with opportunities to think critically, produce appropriate health information, and become media literate both as future public health professionals and as ordinary citizens. In this article, the authors discuss the educational potential of digital video creation and briefly review an ongoing media integration model at the University of Massachusetts Lowell.