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.