Public education's distinctive and primary challenge is to ensure all children, across all communities, have access to the skills and knowledge required for their full participation in democratically regulated social, cultural, and vocational life. This is an aspiration increasingly difficult to realize under present-day conditions of austerity in both K-12 and post-secondary education. However, a clear and undeniable relationship between income and educational achievement long pre-dates today's distinctively digital 'divide' (Gorski, 2014). In this research, we explore the outcomes for preservice teachers of a program intervention with a group of youth in care, focusing specifically on improving student achievement and increasing preservice teachers' capacity, experience and specific fluency and expertise with technologies supporting critical digital literacies pedagogy.