This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.