Equity-oriented Learning Sciences scholars are turning their research focus and practice towards solidarity with and for marginalized people, but what does that look like when creating technology-mediated learning environments? This workshop seeks to establish a transdisciplinary epistemology that grounds the design of technology-mediated, constructionist learning environments in queer and trans perspectives. In this workshop, participants will engage with three example queer and trans technologies. To begin, they will critically examine and interact with film, virtual reality and interactive computer simulations that share stories of LGBTQ2S+ experience. Next, participants will collaboratively produce principles applicable to Learning Sciences researchers and educators that address how to ethically engage in design work that advances justice-oriented issues for marginalized people, particularly LGBTQ2S+ people. The facilitators each have four years of experience creating interactive technologies for learning about social issues. The first author has an additional 12 years of experience teaching about gender and sexuality.