## 4 Discussion
### Analysis of PunCar Action's Features  
The core concept of PunCar Action is to reduce digital divide in remote areas. Young adults or volunteers from metropolitan areas sent information, equipment, and resources to remote areas and used systematic mobile ICT education models with high penetrability. They carried out the teaching tours based on the needs of different communities, and presented lectures in a way that the elderly and immigrant bridges could understand. Compared to standard teaching methods and similar courses commonly used in Taiwan [3] with quantitative evaluation the performance of digital divide (refer to Figure 4 left), this is the most significant feature of PunCar Action's urban-rural digital divide reduction program Figure 4).  
With respect to the ICT teaching tours to rural communities, this study also summarizes three features of PunCar Action through participant observation:  
1. **Bringing \"economical\" equipment into courses:** The internet environment is set up using computer equipment from community centers, churches or temples, together with laptops, digital cameras and network equipment provided by PunCar. Freeware applications (Google map, Blogger, Picasa, YouTube) are used as the main teaching platform.
2. **\"Friendly\" teaching of ICT tools applications:** In a technological society, a sense of uncertainty among most senior citizens means that they forgo opportunities to engage in ideas and activities in which the younger generation participates [29]. Intergenerational education is adopted to  
Figure 4: Comparison of a top-down standardized course (left site) and PunCar Action’s approach to bridging the digital divide (right site). P stands for PunCar Action.  
eliminate digital divide between urban and rural areas, adjusting the roles of \"teachers\" and \"students\". The primary goal is to remove senior citizen's fear of computers and the internet. Thus, courses are taught in local dialects, students gain experience using computers, instructions are given at a slower pace, and the themes are related to the community. This friendly teaching environment allows rural residents to gain a sense of familiarity and achievement through the use of ICT tools (both hardware and software).
3. **Tour courses in nearby areas:** To determine whether intergenerational learning is successful, what should be noted is not only whether the activities are designed to meet the objectives of the program, but also the participants' interests and abilities, as well as the assessment of actual conditions [30]. In this case study, whether the classroom is near enough to their home is crucial to a senior citizens' enthusiasm for learning. Daily activities of residents in rural communities are mainly at community centers, and PunCar students form a learning group with a degree of homogeneity (_i.e._, age, lifestyle patterns, interests). For these reasons, the mobile classroom of PunCar selects places near the homes of participants for the convenience of community residents. This reduces their fear of ICT by creating a relaxed environment, and increases the community learning groups' passion for learning how to use ICT.  
Although PunCar Action initially aimed to \"reduce digital divide\", this study discovered that the digital mobile classroom of PunCar Action, which visited rural communities in 2010, had already conformed to principles established by \"e-Inclusion\" [31]. The project implemented information education by \"establishing a society without information barriers, so that people with different levels of education, gender, age and those living in different areas will enjoy the same opportunity to come into contact with and use information, creating a society without discrimination.\"