As digital technologies become a commonplace in mathematics classrooms, they transform the ways students and teachers interact with mathematics. Students learn to use a technological tool for solving mathematical tasks through a process known as instrumental genesis. Teachers' support for this process is known as instrumental orchestration. In this paper we explore how both peers and teachers provide opportunities to influence the instrumental genesis process with group, one-on-one, and full class discourse. Through analyzing videos of three lessons from professional development websites we found evidence of six literature-based categories of instrumental orchestration, as well as five new categories expanding the instrumental orchestration framework. The study outcomes can be used to advance research on integration of digital technology in classrooms to promote rich mathematics learning for all students. [For the complete proceedings, see ED658295.]