The last two decades have led to significant sociotechnical changes in education, with innovations in new technologies and digital learning infrastructures. This article explores the implications of past and future sociotechnical innovations on educational discourse researchers. Towards this effort, we provide an overview of the developing field of educational discourse analysis, and current computational techniques. After providing a landscape view of the current state of educational discourse, we map emerging opportunities and challenges educational researchers will face with future sociotechnical advances. In particular, we provide a discussion of the theoretical, methodological, and practical implications of four sociotechnical shifts: increased blending of educational experiences, changes to the nature of discourse, pervasive sensing technologies, and the affordances of real-time technologies.