The digital divide presented between the Global South and North has been exacerbated due to the Covid-19 pandemic causing unequal access to technologies in education, public services, and healthcare. Through an exploratory study in the northeastern region of Mexico, a marginalized community used a hyperlocal network to engage in creative Science, Technology, Engineering, Arts and Mathematics (STEAM) activities. The study uses a qualitative methodology with a reflective approach, informed by sociocultural and dialogic concepts. Data collection primarily involved semi-structured interviews, observations, focus groups, and collection of artifacts. The findings present a rich framework of sociocultural factors and capital knowledge from the community. From the study emerged participants’ meanings in three categories: i) the use of offline mobile learning, ii) the educational practices in the non-formal context, and iii) the dialogic opportunities created among participants. From this non-formal context of education experience emerged creative lessons in innovation, agency from the learners, and genuine involvement from the participants.