This manuscript reports on the first year of a formative, external program evaluation of the Critical Fusion Initiative (CFI), which involved a higher education institution, a public high school, a corporation, and two nonprofit organizations. The initiative fused technology and education to address the issue of equity by assisting 16 high school students to create an Internet website that documented Cincinnati Ohio's involvement in the Underground Railroad. The analysis provides insights into advantages of lessening the digital divide, offers glimpses into pedagogical challenges associated with implementing a technology curriculum, and describes students' learning outcomes. (Contains 2 notes.)