This paper gathers 14 ethnographic studies in a meta-ethnographic research to generate knowledge on the possibilities of creative teaching practices with digital media from an ethnographic perspective to promote inclusive education in schools. It explores common details between the articles using cross-case aggregation, which allows to get to know how digital media is used inside pre-primary, primary and secondary classrooms in depth. This research followed the seven phases established by Noblit and Hare in 1988. The results reflect on how teachers are using digital media considering students' voices and interests, listening their voices through knowledge ownership, and promoting interaction between all. The articles also consider new ways of acting and developing from the opportunity that digital media provides in disadvantaged contexts. Studies show spaces mediated by digital media in which the students find their voices and give voice to their thoughts, feelings, and learnings.