In the XXI century, social and economic inequalities have increased worldwide. Rural areas are not well equipped to fight against under-development. Education is one of the policies implemented to overcome that. ICT is essential for economic success, connect abroad, sociability. OLPC policies were implemented last ten years in poorest Europe as a way to enhance teaching and educational results (Passarelli, Straubhaar & Cuevas-Cerveró, 2016). These policies are linked to European policies of Digital Agenda (Sánchez-Antolín & Paredes, 2014). Also, exclusion are worrying European policymakers. Rural areas are main places to overcome poverty with ICT. In developing countries, OLPC policies are an educational promise and have a great success. Latin American countries implemented these programs during last ten years. These programs have success to help families (Fullan, Watson & Anderson, 2013). Children carry their laptops home and work with them. Family discover opportunities and learn to use them too. Daily lives of people excluded from the community could change. These studies are still not carried in Europe. Rural schools are used as hubs of knowledge and opportunities. Students receive computer literacy. Students and parents use laptops and Wi-Fi from schools. Students and parents share their knowledge with others students and parents. Rural communities are then knowledge generators. We try to understand how schools helps communities and families to face exclusion and poverty, how an OLPC program offers opportunities to children that help parents in a Southern European country to get information, to create links with families and neighbors and, them, to be included. In addition, we want to know about how communities learn about himself with ICT, how is there an account or history of fight and success about change, how project supporters learn about change, how transform schools and teachers role, how narratives of education and students change, in a multi-directional learning process. The methodology is qualitative, with deep interviews and focus group to teachers, principals, parents and students from 2 South European Rural Schools. It seeks to understand what happened through a qualitative study that describes OLPC practices. The participants are a part of flexible design, for there was a certain initial number of interviews Among the results, it is showed that OLPC programs help people to overcome exclusion. Some guidelines could be offered to enhance OLPC programs to reach this objective. In addition, some activities could be proposed to support links with families.

Cerrillo, R.; Esteban, R.; Paredes-Labra, J. (2014). TIC e inclusión en aulas de educación secundaria de la comunidad de Madrid: análisis de las prácticas docentes en el modelo 1 a 1 (ICT and inclusion in Secondary classrooms: analysis of teacher activities in a OLPC model) Profesorado, Vol. 18 Issue 3: 81-97 http://www.ugr.es/~recfpro/rev183ART5.pdf Fullan, M.; Watson, N. & Anderson, S. (2013). Ceibal: los próximos pasos. Informe final. (OLPC uruguaian program Ceibal, next steps. Final Report) http://eva.universidad.edu.uy/pluginfile.php/363564/mod_folder/content/0/Plan%20Ceibal/FULLAN-Version-final-traduccion-Informe-Ceibal.pdf?forcedownload=1 Katz, V.S., & Levine, M.H. (2015) Connecting to learn: promoting digital equity among America’s Hispanic families. New York: The Joan Ganz Cooney Center at Sesame Street. Neuman. S. & Celano. D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly Vol. 36 Issue 1: 8–26 Passarelli, B.; Straubhaar, J.; Cuevas-Cerveró, A. (eds.) (2016). Handbook of Research on Comparative Approaches to the Digital Age Revolution in Europe and the Americas. Hershey: Igi global. Sánchez-Antolín, P.; Paredes-Labra, J. (2014). La concreción de las políticas educativas de integración de las TIC europeas y españolas en la Comunidad de Madrid (The completion of European and Spanish educational policies of