The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice

The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice were examined. Fifty-eight pre service teachers and 10 inservice teachers were randomly assigned to one of two teacher development programs. The first, called the Virtual Workshop, was a computer-based, interactive multimedia program. The second, called th e Actual Workshop, was a traditional, live, presenter-directed program. Res ults indicated that compared to their pretest scores, the posttest scores e arned by participants on the tests of knowledge and understanding of the in clusive practice significantly improved after participation in both worksho ps. No statistically significant difference was found between the posttest scores earned by teachers in the two groups. Moreover, satisfaction ratings of both workshops were favorable. Also, inservice teachers who participate d in the two workshops correctly performed a substantially greater number o f the practice's targeted behaviors after training than before training. Th is study suggests that the Virtual Workshop may provide a new medium throug h which effective teacher development can be provided.