When considering introducing ICT to people 50+, the following key aspects must be considered:

1. In the process of introducing ICT to people 50+, these learners should acquire a number of skills that will enable them to achieve their objective, to be able to use ICT.

2. The process is approached from the perspective that every person progresses at their own pace and has needs and interests which should be valued to avoid failure. Therefore, a typical academic model is not used.

3. It has been previously discovered that the introduction of ICT skills represents a value and a need, thereby facilitating motivation to overcome any obstacles.

4. In the same way, not only can each person learn, but also teach others. This possibility affects the self-esteem and empathy of the learners.

5. These activities can be carried out in groups or individually in the form of mentoring.

6. Whether the activities are carried out in a group or in the form of individual mentoring, aspects related to logistics, space, agenda and the time in which training is conducted, must be taken into account. These aspects must be analyzed, especially from a gender perspective.

7. The tutors or mentors do not have to be professionals as such but should have a profile suitable for adult training.


8. Before beginning the training programme for people 50+, we propose an activity called Space for Ideas. This set of elements represents previous interests of the learners/mentees.


The TYNET 50+ project discusses the fact that one of the biggest concerns of women aged 50+ in the use of ICT is an emotional and relational one. Older women with a lot of life experience and wisdom can find it emotionally difficult to be in a situation where they feel lost and helpless, as in the world of technology. It is challenging for example for mothers, when their children are frustrated with their lack of knowledge of technology, and it is difficult to adjust to a new learning situation where they are learning from their children.




Topics of general interest related to history and culture should be discussed.




Ideas should be drawn from the experiences of those involved in the training programme. The purpose of collecting this information is to create study groups, or for mentors to have detailed information about the mentees which facilitates coordination and bring the activities and interests closer.


9. Digital training should be based on the needs identified and explained in previous points. During training, the following activities can be carried out:

  • Basic use of document files
  • Internet browsing and searching
  • Text editing and Power Point

Depending on the activities or previous experience of the participants, it may be necessary to expand this list or add more details.

Whenever it is possible, members of the group (and other groups) should teach other people, facilitating the collaborative format of the workshops. This applies for mentoring as well: a well mentored person can be a good mentor at the same time.

Training activities are carried out simultaneously with creating new activities. It is not recommended to begin the training programme before applying it to a previously designed project task

10. Evaluation

This process does not require the presence of people 50+ although it is focused on them and based on their work.


  • Evaluate the results for both people and activities.
  • Evaluate the activities that can be used.
  • Evaluate new possibilities for training and mentoring.
  • Evaluate the activity itself in order to integrate new methods and/or techniques.
  • Evaluate the people 50+ in aspects such as: interest shown, activity and integration, and improvement in ICT skills.
  • Make a survey to evaluate a qualitative vision and perception of the course, and how they see their routine life since the course finished.