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Digital technology evolution has urged us to consider how it affects our daily lives, from education to digital currency. The mainstream population thrives with a robust technology infrastructure, access to education, and economic growth. However, marginalized groups that still do not have access to technology are underdeveloped, as they were decades before. This paper investigates specific educational policy issues that have excluded nomadic and marginalized groups from assimilating into the mainstream and, as such, are not part of the current national educational digital revolution. Even though social media and digital culture are quite pervasive in India. Marginalized groups in India have not been able to access educational technology in a way that will uplift their communities academically. This paper discusses some educational policy issues and development programs that will enable us to brainstorm models that integrate digital literacy via open educational resources at a grass root level in a structured way in these marginal groups. The hope is that the digital literacy models become part and parcel of these communities and the educational system at large and promote structured education at all levels. The idea is to integrate the physical and virtual worlds of these marginalized groups using the ever-growing digital culture in the country and bringing them to par with mainstream society academically and economically.