When thinking about digital equity, often what comes to mind are issues of access to digital technologies. Although that is a divide that must be conquered, once students have access to digital technologies, the next step is to ensure that they wield these technologies in such ways that they help to address the existing inequities in mathematics classrooms. The focus in this article is to discuss the ways that digital technologies can be positioned to meet this challenge through providing ways for "each and every student" to: (1) enter a mathematical problem; (2) mediate mathematical discussions; and (3) build personal and powerful ways of mathematical thinking. These three characteristics position all students as mathematical explorers when using technology in the classroom.