The purpose of this qualitative study is to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employs qualitative case study and drew on data sources of interviews and observations. This study identifies two themes. Six teachers regard scientific argumentation as an important science practice, but five of them integrate this practice into their science class without formally introducing it. All teachers integrate different forms of technology to engage students in scientific argumentation. The findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-service teachers.