This chapter explores the transformative role of multimodal dialogue (MMD) in education, a paradigm extending communication beyond traditional verbal interactions to include a rich fusion of written text, speech, visuals, and digital technologies. The primary focus is to investigate the affordances of technology-mediated multimodal interactions through applying an innovative analytical framework (‘Tech-SEDA’: Hennessy. Analysing educational dialogue around shared artefacts in technology-mediated contexts: A new coding framework. Classroom Discourse, 1–35, 2024). This endeavour involved addressing several methodological challenges, including tracking the evolution of shared artifacts, the transcription, translation and segmentation of this data. Following this, we present two illustrative case studies that apply this systematic coding approach, demonstrating its utility and effectiveness in analysing the affordances of MMDs. One is a history lesson mediated by Mentimeter technology in a Chinese junior high school. The other focused on classroom discussions on decolonizing the history of science in an all-girls Muslim secondary school in England, mediated by VoiceThread. These case studies illustrate how MMDs can serve as catalysts for enriched classroom discussions, facilitating knowledge co-construction and intercultural understanding. However, challenges arise with technology-mediated dialogues, such as addressing accountability for offensive comments and managing potential socio-political tensions. The chapter concludes with guidelines for fellow researchers and educators to analyse MMDs and integrate them into collaborative learning settings.