We need to change with regard to the objectives and methods of teaching. The "Net Generation" (Oblinger and Oblinger, 2005) emerges from an interactive and connective environment (Siemens, 2004). Generated in the digital age, they are constantly interacting through internet, mobile phones, interactive television and all sorts of electronic gadgets, the new versions of the “self media” coined by Jean Cloutier (1975). In this process, they construct their identity.

Herein emerges a new educator who fosters bilateral teaching in which the student, as a digital-native (Prensky, 2001), can also teach through its opinions, suggestions for solving problems, sharing.

With technology we can, if we want, increase the motivation and promote self-regulation. In the word self-regulation the prefix accentuates the role of the subject in its own learning process – it describes learning that involve agency, autonomous work, intrinsic motivation and strategic actions (Boekarts e Corno, 2005; Dembo e Eaton, 2000; Rosário, 2004b; Zimmerman, 2002).

Our question: Does the creation of autobiographic videos by teenagers contribute to the construction and affirmation of their identity in a positive way? Understanding consciousness and affirmation of identity as a positive factor, i.e. booster of self-esteem, personal well-being,  motivation.

The objectives: 1) to contribute to students critical awareness regarding their identities, as well as the identities of others; 2) to motivate students for a positive experience of schooling, stimulating their desire to learn and their engagement in school activities; 3) to provide an approximation of the languages used in school to the languages used outside school; 4) to promote citizenship through learning the audiovisual language, bringing together an education for media literacy with the media; and 5) to enable the development of offline and online computer skills.

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