This scoping review explores the intersection of climate change education and technology usage in the classroom. We conducted a scoping review of 93 articles to ascertain what, if any, trends exist across this body of scholarship. Findings indicate that technology serves to provide learners with refutation experiences for accepting and making meaning of climate change. While a wide range of technologies are being engaged in formal learning to support learning around climate change, specific technologies are of mixed value to teachers and students. Furthermore, data science skills and competencies play a central role in most technological climate change learning experiences.