Below is my first attempt at a screencast tutorial. I focused on what I know best: Google Ads (formerly AdWords) – best practices and account setup. While this video does not cover an Indigenous sport, my original plan was to create a screencast on a topic I am comfortable with. In the future, I would like to create tutorials on how to play netball or cricket – two sports I grew up with that were brought to my community through colonialism. That future project would allow me to teach history and sport together using multimedia.

1. Why teaching with stories catches learners’ attention and makes information easier to recall

Stories work because they carry emotion. When a story is sad – like residential school experiences – it can be heavy for both the storyteller and the listener. But telling that story through a short video removes some of that emotional burden. The video delivers one clear, consistent message every time. Research shows that short videos help people retain information at a higher volume than plain text. Stories give information a structure – a beginning, middle, and end – that our brains naturally follow. That’s why we remember what happened in a movie long after we forget a list of facts.

Even in a technical tutorial like my AdWords screencast, I can embed a mini-story: “A small business owner wants to reach more customers but has a limited budget – here’s how to set up your first campaign.” That narrative hook keeps viewers engaged.

2. Pros and cons of using video creation as a teaching tool for language revitalization (or other subjects) in a practicum classroom

Pros:

· Many students already have access to devices, so video creation is feasible.

· Video can preserve oral language and allow students to hear themselves speaking the target language.

· It supports different learning styles and allows for repeated viewing.

· It can deliver difficult histories (like colonialism in sports or residential schools) in a consistent, respectful way.

Cons:

· We cannot assume all students are comfortable with technology. Teachers might unconsciously give less help to boys (assuming they already “get” tech) while giving more help to girls – that’s an unintended consequence.

· Over-reliance on media can trap students who have difficulty with self-regulation. They might hyperfocus on editing or become frustrated.

· Multimedia also carries cultural significance in individual homes – not every family values screen time equally, and access to quiet spaces or software varies.

3. How I could use video editing as an assignment medium for language revitalization (or other subjects), including grade level and engagement strategies

Grade level: Grade 7 Social Studies or Language Arts

Assignment (based on my original plan): Create a 2-5 minute video tutorial on how to play a traditional sport that came to your community through colonialism – for example, netball or cricket. The video must include:

· Two basic rules of the game

· One historical fact about how colonialism brought the sport to your country

Steps:

1. Research the sport’s colonial history (one class period).

2. Write a short script (5–7 sentences) explaining the rules and one historical connection.

3. Record using images, screencast, or talking-head video.

4. Edit using free tools like CapCut, iMovie, or WeVideo (add voiceover, text, background music).

To make it engaging:

· Offer choice – students can select netball, cricket, or another colonial-era sport.

· Allow pair work to reduce tech anxiety.

· Host a classroom “film festival” with popcorn.

· Use a simple rubric focused on effort, clarity, and respectful historical awareness – not professional editing.

Why this works: It teaches history (colonialism) through sport – a hands-on, story-driven approach. Students learn to play a new game while understanding how that game arrived in their community. Multimedia bridges the generational gap and presents history in a way that is receptive, responsive, and respectful.