Webcasting: A New Technology for Training Special Educators in Rural Areas.

This paper describes the use of webcasting technology in a personnel preparation program for rural special education practitioners. Emerging technologies offer promising solutions to the challenges of providing accessible and appropriate training to rural special educators. Web-based instruction is especially appropriate for on-the-job training of practitioners because it allows learners to work at home or school to process materials at their own pace, interact with the instructor and other practitioners as needed, and receive individual feedback as they apply information to real-world settings. Since 1990, a West Virginia Uhiversity graduate-level program leading to teaching certification and a master's degree in a special education specialty has been delivered via satellite transmission to individuals at sites throughout West Virginia and Appalachia. In 2001, the program received a grant to test the feasibility of using videostreaming technology to transmit the live satellite class over the Internet to individuals without satellite access. A system was developed to offer live Web simulcasts as well as rebroadcasts (archived sessions available on demand) . Computer software and hardware are described for two trials of the system using Quicktime and Real Media streaming formats. The project has been a success, allowing participation of students in remote rural sites, other states, and other countries, as well as student review of archived materials as needed. (SV) Reproductions supplied by EDRS are the best that can be made from the original document. Webcasting: A New Technology for Training Special Educators in Rural Areas Barbara L. Ludlow and Michael C. Duff U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY