Education technology, commonly referred to as EdTech, is used to provide an immersive mediated learning experience for students. Earlier scholarship has suggested that education technologies are more than instructional materials containing factual information (Apple & Christian-Smith (1991). They have become channels of communication (Webcrawler, 2013) that convey messages concerning political, economic, and cultural knowledge (Apple & Christian-Smith, 1991). As such, scholars have found that mainstream educational technology in its print, audiovisual, and digital media forms reinforce dominant discourses of race and contribute to the further marginalization of Black students. Conversely, Black-oriented education technology has been established to counter the marginalized status of the Black community within the education system by centering Black socio-historical realities amongst educational content (Young, 1999). Young (1999) examined Black-oriented education technologies in their print and audiovisual media forms, but a gap exists in the literature on the presence of Black-oriented K-12 digital EdTech platforms. Thus, this study uses the theoretical framework of critical race theory and its tenet of storytelling and counter-storytelling and the methodological approach of a multimodal critical discourse analysis to explore three K-12 Black-oriented and Black-woman owned digital EdTech platforms as discursive communication texts. More specifically, I examine how the multimodal discourse on K-12 Black-oriented digital EdTech creates conditions for the emergence of these platforms as counter-hegemonic structures. I place emphasis on the significance of examining discursive communication on these platforms because it allows for an understanding of not just the content of K-12 Black-oriented EdTech platforms, but how as a complex whole, these digital platforms express the relationships between power, ideology, and language. The platforms include KaiXR, Reconstruction, and Tuntimo. The findings suggest that the multimodal discourse on K-12 Black-oriented digital EdTech represent the disruption of dominant ideologies of race by centering Black students, Black epistemologies, and Black cultural experiences. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]