The purpose of this study was to conceptualise how teachers in the post-16 education sector in the U.K. use digital technologies in their pedagogy practice. The motivation for this study originated from prior literature review research on the level of digital technology capabilities of post-16 teachers individually and their adoption of technology innovation in the classroom. This paper contributes to the literature as it takes a broader view that looks at an institution's practices and considers departmental variables. Moreover, the use of activity system as the unit of analysis guided by Cultural-Historical Activity Theory framework enabled consideration of sociocultural aspects by focusing not only on the practitioner but also how digital pedagogy is embedded within the practice environment. The analysis focusses on identifying: (RQ1) what motivates teachers in the post-16 sector to integrate ICT into their pedagogical practices; (RQ2) how digital pedagogy practices are being implemented in post-16 teaching and learning; and (RQ3) what contradictions are experienced in these digital pedagogy activities. The research findings contribute to the literature by establishing how the limited digital pedagogy practice in the setting arises from teachers’ inter-institutional struggles, due to their professional commitment and the lack of adequate support for continual development in place. However, further research on how teachers can access a wider repertoire of mediational means to support and overcome contradictions in their digital pedagogy practices is needed.