Inclusion, new technologies and creative thinking (UNESCO, 2020) are benchmarks in education systems of Europe today. As Spanish schools have become more diverse due to immigration, both from within Europe and from non-European countries, the creation of multi-grade classes, although not always recognised by education authorities (Vigo et al., 2022), has increased and has challenged teaching practices, usually based on homogenisation. In a context characterised by the distribution of pupils in homogeneous age groups, teachers are faced with both a challenge and new opportunities (Ainscow, 2020; Rambers & Watkins, 2020). Regarding the use of technologies has been questioned (Gallagher & Barry Freeman, 2011; Sancho-Gil et al., 2020; Schnaider & Gu, 2022; van der Vlies, 2020). It makes little reference to the individuality and life of the students (Área et al., 2020; Sancho-Gil et al., 2020). Little research has been done on the use of digital media in multigrade classrooms (e.g. Vigo-Arrazola and Dieste-Gracia, 2019; Vigo, 2021). The aim of this paper is to present different examples of how teachers in multi-grade classrooms recognised by education authorities challenge the culture of homogenisation in teaching and manage inclusive and creative teaching practices with digital media. Based on the information gathered in the context of a PhD and a national R+D+i project entitled ‘Challenging stigmatisation. Discourses and creative and inclusive educational practices with digital media in "schools of special complexity" (PID2020-112880RB-I00) (Ministry of Science and Innovation)’, we use ethnographic analysis based on participant observation, interviews, informal conversations and documentary analysis in 2 schools of special complexity located in rural areas of Spain. Data analysis take as reference creative teaching and learning practices, from a historical-cultural and dialectical perspective, considering practices that are based on relevance and connection to the possibilities of the context (Beach and Dovemark, 2007; Troman and Jeffrey, 2007; Woods and Jeffrey, 1996). Results allow us to identify different teaching practices with digital media that have been adapted to the different levels of the students, favouring the participation of all. These practices are aimed at recognising the students' voices through free expression and the connection with their interests and lives. However, it is possible to see how the tendency to work from a homogeneous perspective is present. Finally, we highlight tensions, contradictions and opportunities of teaching practices (with digital media) in multigrade schools in a metro-normative system.

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