Abstract: As part of an ongoing action research project targeting diversity, equity, and inclusion, teacher educators examined course syllabi using the syllabus review tools from the Center for Urban Education at the University of Southern California. This paper describes the syllabus review process and presents approaches to consider when revising educational technology coursework with diversity, equity, and inclusion in mind. Equity-minded teaching approaches include Universal Design for Learning, culturally relevant education, critical humanizing pedagogies, culturally responsive computing, critical literacy, and justice-oriented digital citizenship. The paper discusses ways in which these concepts can be woven together when revising and implementing educational technology course syllabi.