With the advance of technology, additional opportunities for professional development are available through nontraditional means. In this review, we examine the effectiveness of technology-mediated language and literacy professional development (Tech PD) programs for teachers and students in early childhood settings. We review Tech PD interventions that have been evaluated using random or quasi-random assignment, peer-reviewed studies. Two questions about this corpus of research were examined: (1) how technology is being used in the programs and (2) whether Tech PD is effective for supporting teachers' enhanced language and literacy instruction and children's learning. Examining the past 16 years of published works (2001-2017), 11 studies were identified. We identify five different types of Tech PD: remote coaching over live video, remote coaching via recorded video or e-mail, online courses, group courses over satellite or video, and online curricula, with results suggesting that impacts on teachers' language and literacy practices and student learning can be comparable to in-person equivalents.