Recent scholarship in rhetoric and composition tends to use literacy as a metaphor to teach digital composing technologies. I argue that the metaphoric application of literacy emphasizes fluent, comfortable use of technology over critical investigation of technology. In this dissertation, I articulate the pedagogy of material interconnectedness, an approach to teaching digital composing technologies that disentangles technological skill from literacy in order to draw attention to the networks of social and material relationships that shape and are shaped by technology use. Attention to these networks of social and material relationships, I contend, creates opportunities for students to more actively engage in the processes of creating knowledge through their writing. Through this engagement, I believe students develop a more pronounced critical agency with their composing tools. In the spring and summer of 2009, I applied the pedagogy of material interconnectedness to two first-year writing courses that I taught at the University of Wisconsin-Milwaukee. Students in these classes took on ambitious projects that blended a variety of technologies to serve course goals.