The concern that educational research is often divorced from the problems and issues of everyday teaching practice, is strongly influenced by the chosen paradigm in which the research is framed. Modelled on design-based research methods, this paper presents the development of a theoretical research framework that accommodates complex interventions, such as the adoption of ICT into mainstream classroom practice, which can be informed and improved through empirical study. It is hoped that in developing the Design-Based Research in Innovative Education Framework (DBRIEF), the desirable outcome of providing a practical and adaptable instrument with the potential to find applicability, currency, and promote the sharing of knowledge in the wider educational research community, is achieved. [Author abstract]