## 3 Case Study Results
### Learning ICT and Web 2.0 Skills  
[PERSON], founder of PunCar Action: \"For a long time rural communities relied not on digitization, but rather on passion and connections between people. Is digitization necessary for them? What benefit can ICT learning provide to them?\"  
PunCar student [PERSON]: \"I previously took the computer course for elders offered by the community. At that time, they immediately taught us how to use e-mail, but I had nobody to write to. So going to class was like pursuing fashion, but it wasn't long before I had forgotten everything they taught about computers and the internet.\"  
PunCar courses are divided into basic courses and advanced courses (as shown in Figure 3). Basic courses consist of two to three classes, with the primary aim of guiding residents to come into contact with computers, so they are not afraid and develop an interest in learning ICT. The majority of course content focuses on life applications via the internet, including going online to browse the news, read weather reports, make a hospital appointment, buy train tickets, and use Skype. Advanced courses are adjusted according to each community's requirements in terms of the number of classes and the content; there are generally four to seven classes. Students focused on learning advanced skills in internet applications, such as uploading pictures and videos, writing a blog, and using social networking sites. These skills were then connected in the creation and maintenance of a blog on broadcasting the features of the community.  
PunCar's ICT courses use many freeware applications as its teaching platforms, such as Google map, Blogger, Picasa, and YouTube to allow residents of rural communities to come into contact with digital information via the cheapest, most easily acquired ICT tools.  
PunCar student Ms[PERSON]: \"PunCar teachers taught me how to make phone calls using Skype. It is much cheaper to make phone calls using internet phones. In class I learned how to search for Ho Chi Minh City using Google map, and was very glad to see my hometown.\"  
Figure 3: PunCar Curriculum.  
Community representative Mr. [PERSON]: \"Our community is very beautiful and has many features. Through PunCar's blog class, community residents can go online to edit and record everything that goes on in their community; it has drawn everyone even closer together.\"  
Because the majority of students are elders and immigrant brides, who would like to learn about digital technology but are afraid. Thus, the ICT teaching method of PunCar Action for rural communities aims to reduce their fear of operating computers involves slow and patient communication during interactive teaching, and step by step guidance in the operation of computer hardware. This helps the students to feel more at ease with ICT tools.  
Teaching features of PunCar Action include the use of local dialects (southern Taiwanese dialect) and easy to understand terms instead of technical terms (e.g., using \"open the box\" instead of \"open the window\"). Another feature is the interactive teaching method; for example, the lecturer and volunteers guide the hands of elderly students to click the mouse, so that students become familiar with the feel and the cursor's corresponding movement.  
PunCar Student Mr. [PERSON]: \"Classes taught by young PunCar teachers are very interesting, and easier to understand because they are taught in Taiwanese instead of Chinese. Retired senior citizens in the community gather together to learn how to use the internet; we ask the teacher whenever there is something we do not understand; there is no need to feel embarrassed. Now, I can post photos onto the blog; it is very interesting...\"