Almost 20 years ago, Pope and Golub (2000) published their seminal work on teaching with technology in English language arts (ELA) classrooms in "Contemporary Issues in Technology and Teacher Education Journal" ("CITE Journal"). The purpose of this systematic literature review was to learn how subsequent research about ELA teaching with technology has taken up (or not) Pope and Golub's ideas in "CITE Journal" since their initial publication. In addition, the authors were concerned with how articles about teaching and technology use have incorporated thinking about issues of access and equity to digital and online literacies in relationship to Pope and Golub's principles. Findings of the review are presented and implications are offered for supporting teachers and educational researchers as they enact and study ELA teaching with technology to promote socially just classrooms.