In this article, the authors drew on conceptual frameworks of justice-oriented technology and inquiry pedagogy to explore the question, "How can teacher educators teach and best prepare their own students (preservice and in-service teachers) to teach about justice-oriented technology pedagogy?" The authors provide an example for teacher educators to use in practice in teacher education using the Learning Cycle, an inquiry model of teaching. They discuss the implications of justice-oriented technology inquiry on policy, practice, and research. This article provides resources for exploring ways to incorporate justice-oriented technology pedagogy and inquiry. It closes with an explanation of how justice-oriented technology pedagogy is applicable to multiple contexts and content areas as a pedagogical strategy that has potential to cultivate deep, critical thinking via inquiry.