The research introduces the IME Learning Community Model for  educational technology community development. This model has three main phases to its timeline.  These include instruction, mentoring and the culminating event.  Instruction provided to community teachers and students at the beginning of the yearly cycle came from teacher professional development opportunities, teacher mentors, or student mentors. Mentoring continued after the initial instructional phase through to the culminating event.  The culminating event in this community was a science-focused competition.  The role of the competition was to provide focus for the community.  Secondary events within the community were organized sharing events that involved teams that came together to collaboratively share their experiences in preparation for the culminating event. 

The strength of this model is in the development of a community where both students and teachers are the learners.  Teachers continue to explore, practice, and share facilitation tactics in a project based learning environment with other members of the community.  Students have opportunities to be project-based learners, mentors for other students, and mentors for novice teachers over time. Collaboration and constructionist activities are the basis of most interactions in the community.