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plants. This activity takes place in a highly graphi-
cal immersive VR system called a CAVE. The
project combines immersion, telepresence, imme-
diate visual feedback, and interactivity (Rousses,
1999). The children in the case studies displayed
excellent collaboration and no competition. In
most cases, on-task communication was observed
and there was general agreement on actions.
Based on these observations, issues regarding the
selection and number of members in a group of
second-graders must be taken into account for a
successful collaborative combination.
Many researchers and educators have seen the
value of using 3-D graphics to motivate students.
Kid's Programming Language, or KPL, is a greatly
simplified integrated development environment
and programming language which emphasizes
graphics programming, including 2D and 3D
graphics. KPL is educational freeware targeted
at the 10-14 age group. The KPL developers are
trying to address the issue of declining computer
science interest and enrollment by capturing and
holding beginners' interest through emphasis
on graphics and games programming (Schwartz
2006).
Another project in São Paulo used the synergy
of interactive technologies, computer graphics
and collaborative learning to improve educators
and students' knowledge. The project was car-
ried out at Ernani Silva Bruno Municipal School
environment, situated in Parada de Taipas, in the
suburbs of the city of São Paulo. This project used
accessible Web standard languages, such as Hy-
per Text Markup Language (HTML) and Virtual
Reality Modeling Language (VRML), to enhance
children's interest in studying and collaborating to
author content related to subjects such as Math-
ematics, Geography, Geometry, Languages and
Arts. (VRML is a computer language that can be
used to render three-dimensional graphics. It can
be viewed by several free browser plug-ins.) This
initiative, implemented in a socioeconomically
disadvantaged area, supported collaborative work
and improved communication between students
and educators. Some of the outcomes noted in this
project were: increase in students' digital literacy
skills; increase in social inclusion; enhanced
student self-esteem; and increased community
collaborative work engagement inside and outside
the school environment. This project demonstrated
the importance of providing opportunities for
children and educators' to use state-of-the-art
technology and brought about increased motiva-
tion and self investment in their lifelong education
(Franco, 2006).
A different idea that has been given importance
in the education community is teaching across
the curriculum or interdisciplinary approaches
to curriculum. Collaboration is the key to accom-
plishing this type of instruction. The challenge
with interdisciplinary approaches has been the
struggle to integrate teachers of academic subjects
with the projects that technology educators are
accomplishing in classrooms. One suggestion that
has been made by the ITEA (ITEA 2000/2002) is
the use of communication technology to deliver
content and more specifically, a video produc-
tion technology course serving as the vehicle to
integrate teacher collaboration among the variety
of academic subject areas.
Loveland and Harrison in Technology Teacher
(Loveland, 2006) discuss how television pro-
duction can be used in middle and high school
curriculum to integrate many subject areas and
enhance collaboration between students and
teachers. Many schools now have facilities where
students can design, produce, and broadcast news
programs, special events, and television shows.
These types of video production courses have
many benefits. Technology teachers develop
collegiality with the academic teachers within
the school. Schools report enrollment declines
being reversed in technology education, leading to
full technology education programs. The courses
can motivate students to study and prepare them
for the 21 st Century workplace by allowing them
to develop skills in collaboration and effective
communication (Loveland, 2006).
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