The relationships between digital technologies and the realization of teaching and learning activities havereceived increased attention in interdisciplinary research. Knowledge of the connections between technologicaldesigns and users’ meaning making in semiotic chains is, however, still partial. Teachers’ and students’ remediationof technological designs through cognitive processing was studied in this paper to gain insights intosemiotic chain configurations. Data consisting of video recordings, interviews, and observations were processedwith quantitative content analysis and learning analytics strategies. The findings suggest that the technologicaldesign’s visualized functions greatly affect the semiotic chain configuration when integrated with their users’meaning making in lower-level actions. Technological designs seem to buttonize meaning making, and teachingand learning activities become technologized. Scaled cognitive processes can provide insights into differentiatedmeaning making according to the technologies, and perspectives on paralanguage are proposed.