Distributed Collaborative Research Model

Abstract

Researchers in technology and teacher education have been charged with designing inquiry methods that speak broadly about the impact of technology in the preparation of teachers, beyond what is possible through the use of localized case studies and small-scale investigations alone. The Distributed Collaborative Research Model (DCRM) is proposed as a way to develop a collaborative inquiry process for conducting research across multiple teacher education institutions, allowing researchers to access larger populations by capitalizing on known contacts in our professional technology in teacher education community. This paper explores lessons learned from past distant collaborations, details the present development of DCRM, and invites colleagues in technology and teacher education to collaborate to demonstrate sound educational research in our field.

Keywords:

• research
• collaboration
• platinum standard

Additional information

Notes on contributors

Melissa Pierson

Melissa Pierson is an associate professor in the Instructional Technology Program and the director of teacher education at the University of Houston. She teaches both undergraduate and graduate students, and both technology and teacher education courses, as a natural way to ensure technology integration. Her current research interests include the integration of technology, pedagogy, and content in teacher education, as well as the use of inquiry and action research to inform novice teachers’ technology integration p1actices. Her scholarship includes books, chapters, articles, and conference presentations in the field of educational technology.

MaryFriend Shepard

Mary Friend Shepard, PhD, is the coordinator of the PhD and EdS educational technologyprograms at Walden University, where she mentors students and faculty, teaches a variety of educational technology courses, and directs dissertation research. She is currently researching the effectiveness of electronic portfolios for the assessment gfstandards in teacher education programs, as well as the pedagogy of graduate online learning. She is actively engaged in the redesign of the educational technology courses at Walden to integrate best practices for collaborative learning into the graduate online experience

Robert Leneway

Dr. Robert Leneway is an associate professor and the program coordinator for the Educational Technology Program at Western Michigan University. He is a recognized Adobe Educational Leader and co-moderator of the International Forum for the use of Acrobat in Education. He also is the chief administrator for Edit U, an online learning support center for students with disabilities, and in 2005 was named an Outstanding Technology Using Educator of Year by the Michigan Association of Computer Users in Technology (MACUL). His current research interests include online collaboration and digital literacy.