South African schools are increasingly integrating digital technology into their curricula to enhance educational outcomes. This study aims to evaluate educators' readiness to teach using digital media (DM) and the effectiveness of the e-learning policy in addressing disparities across schools. The hypothesis is that disparities in access to digital resources, training, and policy implementation hinder equitable integration of DM in teaching. Eleven secondary schools in Tshwane North District, Gauteng Province, were purposively selected. Data from 180 educators were collected using structured questionnaires designed around the Technological, Pedagogical, and Content Knowledge (TPACK) framework and the ICT Competency for Teachers framework (ICT-CFT version 3). The findings revealed significant discrepancies in educators' access to digital resources, technical skills, and knowledge of e-learning policies. Many educators lacked digital subject-specific knowledge, hindering effective technology integration. Schools in underprivileged areas faced acute shortages of digital resources, limited upskilling opportunities, severe time constraints, and reluctance from educators to adopt digital technology. The study establishes a direct relationship between the successful use of DM in teaching and the availability of resources, training, and educators' competence. It underscores the urgent need for equitable funding, access to digital tools, and targeted professional development for educators. Furthermore, the research advocates for stakeholder collaboration--including parents, learners, government, businesses, and NGOs--to promote DM integration. It proposes developing a tailored digital framework and a Digital Readiness Index to help schools measure progress in embedding digital resources into teaching practices.