This paper reports exploratory work that investigates inter-generational collaboration between students and teachers in a digitized version of the maker movement. The work is supported by the US National Science Foundation, the US State Department´s Fulbright Research Program, and partnering education ministries and NGOs. The core feature of digital media-making entails the use of pen-based tablet computers to create videos for teaching science and mathematics concepts in alignment with state and national curriculum. Results were visible along several dimensions: (1) Learners exhibited a high affective valence and enthusiasm for media-making with their teachers; (2) Important relational shifts occurred and were reported by both teachers and students; and (3) Students and teachers alike engaged in cognitive re-imagining and re-imaging of one another´s roles and of subject matter.