Creating Synergistic Scaffolding with Technology: How Teachers Use Discourse to Integrate Tools of Tech

Much of the research examining teacher discourse in learning environments has given little focus to teacher discourse while using educational technology such as simulations (Erduran, 2019; Tabak & Kyza, 2018). Research has shown how discourse often contributes to the developmental aspects of the learning environment such as argumentation or autonomy (Berland et al, 2009; Chin, 2007; Erduran, 2019; Rasmussen et al, 2008). Few, however, have focused on understanding how teacher discourse is used to create a synergistically scaffolded environment where tools of the classroom function to augment one another. As Lidar (2006) states, teaching is a discursive act where teachers draw attention to certain phenomena and that in doing so teachers can guide students toward what to pay attention to building a practical epistemology that attends to scientific discourse. Teachers often incorporate technological tools to supplement curriculum rather than replace what is already being done in classroom. Understanding how teachers use discourse and technology together, specifically simulations, to create scaffolded learning environments is an area with an opportunity for more research (Tabak & Kyza, 2018). The purpose of this study is to contribute to the understanding of how teachers use discourse to create the type of synergistic scaffolding that Tabak & Kyza (2018) describe that connects tool of the learning environment, like discussion and technology, such that they become integrated supports for students reasoning with concepts of chemistry. Using Van Dijk (1982) as a discourse analysis guide, I demonstrate using inquiry-oriented and epistemological discourse moves analysis, how teachers create moments that connect the tools of the classroom. I also demonstrate how teacher discourse plays a role in the learning environment that positions discussion and simulations as partners, augmenting one another to support student reasoning around chemical concepts.