Context/background: The background of this project is that the Westfjords Life Long Learning Centre identified the need for a short but intense training material and a possible model for teachers in adult education in remote and/or isolated areas. Also the need for a tool for teachers so they can help their students to see for themselves what need they have to enable a high quality learning opportunity. The focus of the project is: How teachers can help their students who have low levels of literacy and/or ICT. It has been identified by the Icelandic government that there is a big difference in educational status between the Reykjavik area and the country site of Iceland (statistics from 2015). In Reykjavik around 20% of the people, aged 25-64 had only finished basic education whereas elsewhere in the country the number was over 30%. The other schools and organizations are dealing with the same problems and therefore the partnership was created with the help of EPALE. LICTED in Rural Communities : The LICTED project is an acronym for Literacy and ICT in Adult Education in Rural Communities. The partnership addresses the need for specific material for adult educators that work in rural areas, both on literacy and ICT. Some of the educators/teachers working in the centers are not trained as teachers and work on a contract basis whilst for those in schools they are trained teachers but need retraining. However all of them need training in how to teach students that have low levels of literacy and ICT. They and need a training based on where they are located -in a rural community. The mentality in rural communities is different and therefore the training for teachers on how to reach or teach the students is different. Objectives: The objectives of this project are to produce two guides/recommendations for teachers in adult education on how they can teach ICT and Literacy to students in adult education in rural communities. A questionnaire/tool that teachers or other staff member can use to work with students in a small group or privately is to be made by the partnership. The objective of it is to enable the students themselves to tailor their own learning opportunities. The final objective is to produce micro training videos for teachers on ICT and Literacy and how they can help and teach students with low level of ICT and Literacy. Number and Profile of Partners: There are four project partners and they have in common being apart of delivery of adult education in their country in rural areas. The Westfjords Life Long Learning Centre is a newcomer but has experience in leading projects. The Rigas Talmacibas Vidusskola is a school that is experienced in teaching adults through ICT. The Landesverband der Volkshochschulen Sachsen-Anhalt e.V. is a big organization of schools where they are very knowledgeable about different teaching methodologies involving their adult students. The Spanish partner CEPA is a big school with expertise on teaching adult students in rural settings. They have many years of expertise in teaching adults with low levels of literacy. Description of activities: The activities that are going to be supported by this project are intellectual outputs that are designed to be user friendly for teachers teaching in adult settings in rural areas. The activities that are to be carried out during the partnership are also the objectives, which are to produce guides on how to teach students with low levels of ICT and Literacy plus micro videos on the same subject and a questionnaire/tool that teachers can use to enable the student to individualize his/her learning opportunities. Methodology: The methodology used in carrying out the project will be project management methodology. 1. Initiation, 2. planning and design, 3. execution, 4. monitoring and control and 5. closing. Short description of results and envisaged impact: The impact on the participating organization and its staff will be that they are better enabled to understand and identify the needs of their students with low levels of literacy and ICT in rural communities. We hope the project will have a positive impact on the teachers in the field and that as a result of the training they will feel better enabled to use an appropriate tool/questionaire to support the student to create their own learning opportunities tailored to his/her needs. We hope this project will help others to see that teaching in rural communities is different than in cities and big towns and therefore teachers participating in training on ICT and Literacy needs to delivered differently. Potential long-term benefit: We hope this project will help others to see that teaching in rural communities is different than in cities and big towns and therefore teachers training on ICT and Literacy needs to be different.
Context/background: The background of this project is that the Westfjords Life Long Learning Centre identified the need for a short but intense training material and a possible model for teachers in adult education in remote and/or isolated areas. Also the need for a tool for teachers so they can help their students to see for themselves what need they have to enable a high quality learning opportunity. The focus of the project was: How teachers can help their students who have low levels of literacy and/or ICT that live in rural areas. It has been identified by the Icelandic government that there is a big difference in educational status between the Reykjavik area and the country site of Iceland (statistics from 2015). In Reykjavik around 20% of the people, aged 25-64 had only finished basic education whereas elsewhere in the country the number was over 30%. The other schools and organizations within Europe are dealing with the same problems and therefore the partnership was created with the help of EPALE. The LICTED project is an acronym for Literacy and ICT in Adult Education in Rural Communities. The partnership addresses the need for specific material for adult educators that work in rural areas, both on literacy and ICT. Some of the educators/teachers working in the centers are not trained as teachers and work on a contract basis whilst for those in schools they are trained teachers but need retraining. However all of them need training in how to teach students that have low levels of literacy and ICT. They and need a training based on where they are located -in a rural community. The mentality in rural communities is different and therefore the training for teachers on how to reach or teach the students is different. Objectives: The objectives of this project were to produce two guides/recommendations for teachers in adult education on how they can teach ICT and Literacy to students in adult education in rural communities. This was done and can be found on our website www.licted.eu. A questionnaire/tool that teachers or other staff member can use to work with students in a small group or privately was also made by the partnership. This was done both as a hands on tool, (a demonstration can be found on a video on our webpage) and as an electronic tool where student can self assess and take the results to the teacher of the school or a member of staff and discuss. The objective of it is to enable the students themselves to tailor their own learning opportunities. The final objective is to produce micro videos for teachers on ICT and Literacy and how they can help and teach students with low level of ICT and Literacy. This was done and the videos are on our webpage where each of our videos demonstrates how the teachers can use the outputs made in this project. Profile of Partners: There are four project partners and they have in common being a part of delivery of adult education in their country in rural areas. The Westfjords Life Long Learning Centre is a newcomer but has experience in leading projects. The Rigas Talmacibas Vidusskola is a school that is experienced in teaching adults through ICT. The Landesverband der Volkshochschulen Sachsen-Anhalt e.V. is a big organization of schools where they are very knowledgeable about different teaching methodologies involving their adult students. The Spanish partner CEPA is a big school with expertise on teaching adult students in rural settings. They have many years of expertise in teaching adults with low levels of literacy. Description of activities: The activities that were supported by this project are intellectual outputs that are designed to be user friendly for teachers teaching in adult settings in rural areas. We gave out guides on how to teach students with low level of ICT and another on teaching low level of literacy. We made a tool that helps teachers and/or guidance councellors or other staff of schools to identify why the student had dropped out of previous studies and how they can plan what support he needs to stay in the studies he or she is now involved in. This can all be found on our webpage www.licted.eu. The videos that we made support the use of the guide and the tools and show the teacher how he can use them. Results and impact: There has been a an impact on the participating organizations. The staff of the institutions understands and identifies the needs of their students with low levels of literacy and ICT in rural communities. We also understand better how unique or situations is in our countries and we have a lot of common grounds. To see the rural of Germany or Spain and be able to compare it to the situation of rural Iceland and see that we both face the same challenges and we can use solutions that work in our rural areas. We see that there is still a lot of work to be done and ICT and literacy skills need to be further addressed for teachers and students in those areas.