erials such as texts and worksheets to supplement the miracle of interactive video. The pre-recorded portions of the video virtual trip were interesting and captivating as well but it was the live on-air performances made possible by video on demand which served to make the experience most memorable and effective.Because the “field trips” incorporated into the program were interactive the relative expense of the overall program was kept to a minimum. This allowed the development of curriculum which provided a variety of different experiences via video. The first “trip” took the students to the juvenile detention facility in Jacksonville where the students met with detention center staff where they viewed a video depicting life behind bars for young offenders (Lovett). Students were further made a part of the experience by being able to call or fax questions to the facility staff (Lovett). The preparatory material for this field trip exposed students to the concept that many when faced with conflict choose flight over fighting. Interactive video facilitated the introduction of a reformed runaway who was available to answer student questions (Lovett). The second field trip introduced the students to the Duval County Sheriff who discussed the various ways that police officers incorporate conflict resolution into their duties (Lovett). Again, this “trip” utilized interactive video in addition to more conventional teaching methodologies. Students saw many of the same concepts regarding conflict resolution that were depicted in their curriculum and were again able to fax and call in questions. The third field trip concentrated on the potential consequences of unsuccessful conflict resolution and focused on the physical consequences of such failure (Lovett). These consequences were reinforced by interactive video featuring a doctor representing the trauma center at Jacksonville’s University ...
