The main purpose of this study was to develop a training process for in-service teachers in developing electronic media. Specifically, the study aimed to 1) determine the factors involved in training in-service teachers in developing electronic media, 2) specify the process for developing electronic media, 3 try out and evaluate the process for developing electronic media for in-service teachers, and 4) validate and disseminate the training process of electronic media development for the general public. The period for the study was two years, from March 2009 to March 2011. The samples included: 1) 21 school administrators, in-service teachers (core leaders), and training staff, 2) 17 professional training specialists on electronic media development and management, 3) 270 trainees from 3 groups of in-service teachers. The first two groups consisted of this 90 primary school teachers and 90 secondary school teachers under the jurisdiction of the Office of the Basic Education Commission of Thailand, and the third group was composed of 90 teachers under the jurisdiction of the Office of Vocational Education Commission and 4) 5 experts in both training process and electronic media development. The instrument for gathering the data consisted of: 1) a structured interview to elicit responses from school administrator and educational supervisors about the components and implementation of a training process of electronic media development for in-service teachers 2) a questionnaire to elicit the responses from in-service teacher 3) an evaluation checklist for 17 experts to check assess the training process, 4) an achievement test, an appraisal form for electronic media construction practicum, and a satisfaction questionnaire for electronic media trainees, and 5) an evaluation form for validating the training process. The findings revealed that the training process of electronic media development for in-service teachers was a blended approach between conventional and on-line methods. 1) The main factors involving the training process for in-service teachers consisted of policy, training team, training plan, curriculum, resource persons, media and training technology, training activity, budget, outcome, timeline and management. 2) The training process consisted of 4 steps: policy formulation and an appointment of committee; preparation and setting a training pattern; delivery of a participatory training experience; monitoring, follow-up, revision, and reinforcement through face-to face interaction, self-study via on-line media, and through on-line social network; The result of the try out and the evaluation of the training process found that the training process was very efficient, especially the following, revision, and reinforcement procedures. The in-service teachers were very satisfied with their own works, and the training process was validated and approved by a team of expert as being efficient for application in training for other in-service teachers.
