This case study investigated how grade 8-12 teachers utilized the novel EdTech tool Equity Maps in their dialogic lesson designs. Grounded in theoretical framework of social constructivism and the conceptual framework of the triple E, this case study engaged a purposive sample of 13 highly qualified practitioners in semi-structured interviews with a focus on how they utilize Equity Maps in classroom discussions with adolescent learners and what they perceive as the impacts and outcomes of its use. The case study revealed how practitioners integrate their use of Equity Maps to increase student agency, provide feedback, and encourage deeper reflection in the process of scaffolding dialogic and content skills. Furthermore, the case study identified the perceived impacts the practitioners reported in terms of values and limitations they experienced or observed from their use of Equity Maps within their dialogic lesson designs. This case study contributes to a wider body of research related to dialogic pedagogy and underscores ways that practitioners utilize EdTech to deepen and widen dialogic space while supporting students' development of their dialogic self. By exploring the use of Equity Maps in dialogic lesson designs, this case study contributes to a more nuanced understanding of how technology can enhance classroom interactions and support student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]