United States history classrooms have the potential to simultaneously foster an understanding of students' cultures and experiences today in relation to the nation's history and develop critical thinking and technology literacy. Yet classroom materials and instructors tend to avoid, ignore, or misrepresent controversial topics such as race and racism. Spatial technology information can offer an end to this dilemma by providing the opportunity to overcome hesitations of confronting race and racism in the classroom while honing students' technology and critical thinking skills. Spatial information literacy and technology, however, open a door into re-envisioning the phenomenon and reinterpreting history at large. Digital tools and maps can decenter dominant white Eurocentric interpretations and history curricula while featuring multiple perspectives to critically examine the role of race and racism over time. This article provides support for the value of culturally relevant, technology-advancing professional development experiences. They contribute to student learning and achievement by inviting and incorporating new technologies and perspectives into the classroom. They enhance educators' personal and professional growth significantly. Lastly, they provide evidence data to improve teacher education and professional development programs that can shape tomorrow's K-12 curricula and educational standards in a global society.