Digital video is an exciting emerging technology that can be used in schools to support, extend, or change pedagogy and curriculum outcomes. In particular, student-generated digital video has potential to enhance or change pedagogy. In this paper, we review relevant literature in this area and outline results from a recently completed research project that investigated the use of student-generated digital video projects across the K-12 curriculum in five Australian schools. Findings indicate a range of learning outcomes and pedagogical approaches. While most of our findings agree with the literature, there was less evidence of conceptual understanding of curriculum topics in our study, and a greater emphasis on audience as a key factor. (Contains 1 table.)