Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logo-based environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided to geometry learners--visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking.