The aim of this study was to learn how the One Laptop per Child (OLPC) program in rural schools of a Southern European country offers opportunities to children, helps parents to get information and creates links with families and neighbours. The methodology was qualitative, with deep interviews with teachers, principals, parents and students from five Spanish rural schools. Among the findings, we observed that schools have new opportunities to link with communities and to communicate with parents when the curriculum is open and narrative. The shortcomings of policies, the academic role of projects and the resistance and prejudice of parents are preventing a better rapport between schools and communities in their fight against exclusion.