Self-regulated learning in higher education can be developed through the promotion of evaluative judgment which can be acquired through peer evaluation or self-evaluation processes. In these processes feedback must be provided for scaffolding the cognitive, metacognitive and affective components of self-regulation. Technology can add value to this process. However, the literature seems to state an instrumental use of technology more than a use helpful for self-regulated learning. This paper presents the results of a systematic review process on the recent contributions regarding the role of technology to support feedback. The findings show that, despite the increase in software and technical possibilities offered by new digital technologies, the use that is given to current digital technologies continues to be linked to the management and storage of data, the speed and ease of data processing. qualification or, in some cases, increasing student motivation. However, the benefits of the use of technology in terms of the self-regulated learning processes that such technologies could bring about with an active use of students is still a pending field for research.