This mapping review investigates how researchers of secondary literacy teacher education over the past 20 years have used digital technologies to address issues of equity. The study's findings suggest that technology has been used to: (a) address racial and cultural gaps between teachers and students, (b) engage teachers in critical reflection, (c) take on issues of resource access, and (d) expand teachers' conceptualisations of literacy. Analyses of the reviewed studies include critical discussion of the affordances and limitations of technology use for more equitable learning, as well as how the technology being used shapes the learning situation. Along with a synthesis of these findings, this article offers conceptual and practical implications for teacher educators and secondary literacy teachers interested in digital technology use that supports equitable learning for social change.