We begin with the broad realization that despite decades of research and development work in technology-mediated learning that have produced many exciting systems and studies, we have yet to see pervasive, sustainable and scaleable improvements in actual classroom practice. Yet, we persist in the belief that technology-mediated learning will in the near future deliver for our learners, the promise that we have so far only glimpsed upon. There remain very broad issues of why the meaningful use of technology to engage in deep learning has not been widespread in K-12 schools; we believe that one of the crucial reasons for the lack of sustainability in the implementation of technology-enabled pedagogies in schools is the failure to understand or consider the conditions for systemic innovations. In Singapore, we have embarked on our journey in the Learning Sciences Lab to conduct school-based research from the learning sciences perspective to develop point-at-able exemplars of how to enact positive technology-enabled pedagogical innovations through direct engagement with schools. We will discuss some of the innovations we are working on, the learning sciences orientations we have undertaken, and the issues and challenges we have had to address when working with practitioners in adopting these innovations in schools. Implications are then drawn with respect to how we might conduct research work with a view of bridging acceptance amongst various stakeholders, deployment strategies, capacity building and sustainability in the context of Asian countries.