Inservice training of rural special education professionals using interactive television: A case study

Research on inservice training of rural special education professionals trained via Interactive Television has been conducted primarily through survey instruments and traditional qualitative approaches. The need existed to add to the body of knowledge on inservice training of rural special education professionals. A paucity of research was discovered which dealt with the training of professionals via an interactive video network (IVN).;The following qualitative study explored the implementation of a statewide IVN and the perceptions and experiences of inservice participants trained via the IVN. The qualitative case study incorporated an innovative technique, interactive qualitative analysis (IQA) in which three focus groups provided and collectively analyzed data via IVN. In conjunction with traditional qualitative methods, a grounded theory of the implementation of a statewide IVN and its effect on the perceptions and experiences of rural special educators and coordinators was constructed.;The theory was an integration of the three focus groups' IQA activities, individual data, and additional data sources. The three focus groups were the IVN technical support team, rural special educators, and rural special education coordinators. Data revealed a grounded theory containing four components: (a) primary system drivers (funds and technical issues); (b) mediating drivers (participant issues, presentation issues, and technical issues); (c) mediating outcomes (personal and statewide results, IVN benefits, and impersonal technology); and (d) primary system outcomes (education, training, and evaluation). Results indicated that the IVN training of special education professionals was primarily driven by funds and the benefits as well as barriers of the innovative technology. Participants identified positive and negative perceptions and experiences accrued from IVN training. The influences of the participants, the presenters, and the smooth running of the IVN produced positive outcomes in terms of personal and statewide benefits, evaluations, and more opportunities for education and training. Positive perceptions and experiences outnumbered negative outcomes relating to "impersonal technology" in the final data analysis.;In order to add to the knowledge base of inservice training, rural professionals can observe each other in action and share information and ideas. Further, through IVN-facilitated work groups, research partnerships can be formed between practicing professionals and teacher trainers.