Digital media transformed the landscape of information dissemination globally. However, rural communities in Nigeria often need help accessing and understanding media content; this background largely informed the HP Cambridge Partnership for Education EdTech Fellowship (HPCambridge) in Sub-Saharan African countries in 2023, of which one of the authors was a beneficiary. In response to the pressing challenge of digital inclusion, this paper draws evidence from the HPCambridge project alongside its prototype design. Thus, the paper elucidates on the collaboration undertaken by the presenters to actualize the prototype as an intervention in the six Area Councils of the Federal Capital Territory (FCT). Educators will explore different platforms and learn techniques to "access, analyze, evaluate, create, and act" (NAMLE, n.d.). This study aims to bridge the digital divide for rural teachers by grounding its theoretical framework in Van Dijk's (2005) resources and appropriation theory (RAT), which explores how individuals access and effectively use digital resources, and the technology acceptance model (TAM), which explains the factors influencing users' acceptance and adoption of technology. These theories outline the components of technology appropriation. This approach provides a framework for understanding how teachers engage with technology access in rural FCT, Nigeria. This conceptual review will raise awareness of the digital divide among rural teachers and explore how different stakeholders can collaborate to pool resources, accelerating equity and inclusion. [For the full proceedings, see ED666619.]