Meaningful integration of multimedia technology into the three-dimensional learning promoted by the Next Generation Science Standards (i.e., Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas) is critical in helping students to understand science. Furthermore, preservice teachers need to be able to engage in argument from evidence, as recommended by the National Research Council, before they can help students develop argumentation in the classroom setting. This study explored the dialogic arguments and conversations of five female African American preservice graduate elementary education students enrolled in a science methods course. Students carried out a Crime Scene Investigation Toolkit in Earth science that was created by the New York Hall of Science. Schema theory and Marshall's (1995) knowledge types provide an explanatory framework to explore and explain participants' dialogue. The findings show that schema theory has implications for understanding participants' cognitive resources during an activity that integrated multimedia technology resources within a three-dimensional science investigation. The use of schema theory as a framework shed light on participants' dialogues and was important in understanding how to integrate multimedia technology meaningfully into the three dimensions of the Next Generation Science Standards.