For example, university administrators may view technology as a tool to attract and retain students, whereas faculty may struggle to determine how technology coincides with existing pedagogy (Lawrence & Lentle-Keenan, 2013; Lin, Singer, & Ha, 2010).
A full SCALE-UP implementation not only requires modification of existing pedagogy but also re-designs the classroom to promote interaction between students and their instructors and students with each other.
Researchers and educators need to develop new thoughts about pedagogy based on existing theories, such as constructivism, cognitive load theory and new ones such as connectivism and networked learning (Gros, 2016).
Following (Seaborn & Fels, 2015), the "theoretical papers" category includes papers that propose an explanation of the underlying nature of gamification in education and such that propose relevant pedagogies or test already existing explanatory models from other domains with respect to gamification.
Existing literature on science teaching and learning and numerous calls for reforming science education clearly indicate what fundamental pedagogies are most successful in promoting learning (Wyckoff 2001; National Research Council 2003, 2005; Smith et al. 2005).
The impact of their collaborations on engaging students in interdisciplinary research, transforming both content and pedagogy in a variety of existing courses as well as developing new courses, encouraging biology students to take more mathematics and mathematics students to take more biology, and affecting the postbaccalaureate career choices of their graduates, was apparent.
It may be that content innovations require a large amount of cooperation between individuals and departments and thus are slow to be implemented, while innovations focused on pedagogy are more easily adopted within existing institutional structures.
Another direction of research is to apply the framework proposed in this paper to the investigation of existing highly engaging learning practices, such as peer instruction and inquiry-based pedagogy.
To end, we return to a theory of digital materiality to argue that when added to existing debates about the nature of digital and visual pedagogies, this framework offers a way in which to conceptualise what have previously been loosely thought of as digital learning environments, in a way that more fully connects them to the situatedness of learning as emplaced.
Researchers and those responsible for education in general, who sometimes have a better overview of existing educational challenges, should always take into account that perfect teaching conditions are never met and that there is a significant number of teachers not able, capable or willing to define educational challenges, design a new pedagogy and get involved in a full cycle of design inquiry.
At this point, it seems natural that researchers are often more focused on the integration of existing technologies into language curricula and the development of well-balanced teaching methods that combine theory, technology, and pedagogy, rather than on purely technological advancements for CALL systems [1].
