In the series introduction, Roblyer (2005) presents a conceptual framework for improving typical research on educational technology. This commentary is intended to extend and deepen Roblyer's very brief discussion of one particular type of research--studies of technology-based instructional designs--that she describes as "almost non-existent." The commentary addresses the Design-based research (DBR) methodological strategy and explains how it is used for studying a wide range of designs, including technology-based instructional designs and incorporates many of the features Roblyer asserts are lacking in typical educational technology scholarship. It goes on to discuss key differences between DBR and both conventional design and traditional research. The commentary concludes that extending Roblyer's framework and the exemplary studies deconstructed to include the growing body of scholarship using design-based research methodologies would strengthen the effort to improve typical research on educational technology.