Chris Gilliard, Ph.D., understands the classroom as a cultural site where theoretical frameworks produce power. The object of his scholarship/teaching has always addressed a key issue: how do mass media media, digital technologies, curricula, and pedagogy create American ideas of blackness? Chris brought this conceptual framework to the University of Detroit Mercy where he played a key role in founding its digital studies program. The program drew on his insights into how critical thinking is confined by digital technologies. His ability to connect the influence of technology to critical thinking led to new curricula, revised pedagogy, and successful grants. His students have gone on to graduate programs at a variety of schools: University of Colorado, University of Michigan, University of Illinois, Columbia, University of Chicago, and elsewhere. At the same time, Chris brought the same topics and teaching strategies to middle-school and high school students through the UNITE and DAPCEP programs. Chris then moved to Michigan State University where he taught in the Honors Program as well as a programming and design course for the Rhetoric & Composition program. His skepticism opens educational technologies to careful examination that enriches the education of students at both the K-12 level and the college level.