Concept maps have been verified as an effective learning tool in technology-supported learning environments, in particular, in K-12 education. To enable educational technology researchers and school teachers to thoroughly know the research foci and applications of concept maps in technology-supported learning environments for K-12 education (CM-K12), the present study conducted a systematic review of studies published in seven SSCI (Social Science Citation Index) journals of educational technology by referring to the technology-based learning model. The review results showed that concept maps mostly played the role of a personal Mindtool and a collaborative Mindtool, and were mainly applied in elementary schools. The majority of elementary school teachers employed concept maps as a collaborative Mindtool (for a learning group), a personal Mindtool (for individual students), and a learning design tool. As for secondary school teachers, concept maps were mostly adopted as an assessment and evaluation tool, personal Mindtools, and collaborative Mindtools. In terms of application issues, the most adopted medium was desk-top computers, and the most adopted application domains were science, engineering, and language. The research focus explored the most in CM-K12 research was cognition, followed by affect and learning behavior. Based on the findings, several recommendations are proposed.