Professional Development for Information Communication Technology Integration: Identifying and Supporting a Community of Practice through Design-Based Research

Research suggests effective classroom ICT integration occurs through needs-based, collaborative professi'Jnal development (Chandra-Handa, 2001; Cuttauce, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A comr-zunity ofpractice (CoP) (Wenger, 1998; I. Venger, McDermott, & Snyder, 2002) can be an ejfoctive mode of such collaborative professional development. A synthesis of the literature enabled the construction of the concept that a CoP, investigated through a design-based research metht. Jdology, can contribute to effective ICT integration research. Principles for this research approilch are discussed and address the membership of a CoP and teacher/ researcher ownership of research goals and design.