Modern technology plays an important role in helping students from all walks of life to overcome barriers and benefit from teaching and learning. However, due to a lack of knowledge or skills with regards to educational technologies, K-12 teachers struggle to harness the full potential of digitalisation to support student learning and engagement, causing a risk of marginalisation (Chevalère et al., 2021). The gap in using ICTs is known as the digital divide. Research literature has revealed three levels of digital divide: access, usage and outcomes. In response to these research gaps, the aim of this communication is to explore which high school teaching practices cater for learners' needs and preferences for the sake of an inclusive use of digital technology that enhances their learning and engagement. As part of a research project funded by the SSHRC, we have conducted individual semi-structured interviews with high school teachers and students aiming to obtain in-depth qualitative data mainly through open-ended questions. A thematic analysis has been employed to inductively analyse the interview data and generate possible themes and categories based on the objectives of our study. Preliminary findings will be available in spring 2023, and will be shared at OTESSA conference.