Discussion: Humans are naturally vision-forward, analogous to how dogs focus on smell. Over history we created letters, numbers and symbols as short-hand at least partially because it takes us too long to draw pictures to communicate. Now that AI can create ‘meaningful’ images and video on the fly, and that the tools for creation and consumption of instant video storytelling are quite literally in every person’s hands, is the whole dynamic of human communication shifting? Recall that videos can now be dynamically segmented, searched and indexed, as well as annotated interactively by comments and tweets, in both synchronous and asynchronous modes.
523 Inspiration: Video Primary is about how image and video are increasingly the “language” of mobile existence. Videos are rich, expressive and accessible, and especially valuable for learning.
I believe Video Primary is a frontier with immediate and profound implications for education. In my professional context, students are increasingly oriented toward visual communication, often preferring video explanations of sports over live demonstrations. The accessibility of AI-assisted video production means that learners can both consume and create meaning-rich content at a pace that is only limited by the availability of the user and their digital fluency. As we’ve discussed in other MET courses, this shift is not just about engagement but about equity. Video allows for multimodal access, bridging literacy gaps and supporting diverse learners. For educators, the challenge is to harness this medium in ways that go beyond entertainment, fostering critical analysis and creation of video as a legitimate form of scholarly communication.
This frontier is important because video is becoming one of the main ways people communicate and learn. With mobile tools, making and sharing video is easier than ever, and students already use it every day outside of school. It is a medium that humans are already very familiar with. Video can help learning by making ideas clear, engaging, and easier to access for many types of learners due to the visual, auditory, and (sometimes) textual modes. It can also be an effective learning format because it allows students to not only watch and listen, but to create and interact with content in new ways, such as adding/reading comments and breaking down complex ideas into short clips.
I believe that this frontier is important because it reflects an imminent shift taking place in education, especially among learners with access to digital devices. As a high school teacher, I see every day how students are increasingly reliant on visual communication and how much more impact video demonstrations and instructions have compared to text. At this point, text often feels secondary to the accessibility of video, as this is increasingly how emerging learners both receive information, through platforms like TikTok, YouTube, and Instagram, and communicate with one another, such as by sending Snapchat videos or Reels. Communication is shifting toward a more visual mode, one that is immediate, expressive, and personal.
I see this shift reflected in my own classroom; when I assign independent reading, many students struggle with attention or disengage entirely, yet when I introduce video alternatives, their focus and participation increase. Video not only captures their attention but also makes content accessible, encouraging a more positive reception of the material. Therefore, I believe this to be an important frontier because it reflects the reality of how students are already engaging with the world, and it offers powerful opportunities to enhance learning if used thoughtfully. Rather than viewing video as a distraction from literacy, for instance, I see it as a tool that can promote engagement, accessibility, and understanding while still helping learners cultivate their critical thinking skills.