In academia, there remains a broad cultural divide between STEM and the humanities that was identified over half a century ago by C.P. Snow. However, the nature of this divide has changed in recent years as a scientific tool, the digital computer, has become ubiquitous in daily life. The humanities must now contend with how to account for this specialized-yet-ubiquitous technology within its various disciplines, and it is in this contention that I believe composition pedagogy is well-situated to support undergraduate education and bridge the cultural divide. The use of digital technology can be taught via concepts from composition pedagogy to undergraduates at sufficient levels of generality to support their use of the technology in their home disciplines and post-college work. This approach is an extension of how composition studies has dealt with the incorporation of writing technology into the classroom. In doing so, it attempts to account for perspectives from both STEM and humanities cultures, considering not only what composition pedagogy and humanities perspectives might bring to the teaching of computing, but also how to effectively engage students in technical learning as they familiarize themselves with how to make use of a specialist technology in their lives and work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]