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are able to perform. Understanding that will allow them to further develop their digital
literacy skills and as a result many other skills as well.

The same thing can be applied to teachers as well, but in general the digital literacy
proficiency is much higher among them than among adult learners, especially those in
age above 50. But other important need among educators is to create some kind of
database where they would be able to find materials on variety of different topic. It is
often very hard task for teachers to do that, because it requires them to invest even
more time to be properly prepared to teach. If such a database would be created,
teachers would have an easier access to materials, it wouldn’t be so much time con-
suming, and in the result the quality of their classes would be improved.

As the biggest challenge all the interviewed teachers mentioned that digital literacy
skills level is the main problem of online classes. They tend to spend a lot of time on
technical issues rather than on actual teaching. Next to that, the problem of keeping
student concentration and engagement during the classes would be the biggest chal-
lenge.

3.5 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQ-
UISITES – THE CASE OF LITHUANIA

Since pandemic hit the world people had to adapt in almost every aspect of their lives
and teachers were not an exception. All learning and teaching activities had to be
transferred into an online format which became a challenge for the most teachers
since their students were showing low performance and were not motivated to study
using “old” ways. As the research shows, all interviewed educators had some kind of
struggle to adapt into a digital form of studies, but fortunately they have succeeded to
implement a lot of new tools in their teaching process that are used till this day such as
digital resources and online activities.

3.5.1 FAST INTERVENTION AND ADAPTATION OF MANY ONLINE DIGITAL

TOOLS AND MULTIMEDIA PRESENTATIONS
Some participants of the research had to learn how to create digital documents or at
least how to improve them by text editing, creating multimedia presentations and
spreadsheet applications, using images, sounds and videos to make the materials
learner-friendly for students. The classes had to be held in online classrooms and in
order to make students more involved the teachers used digital tools, such as Socra-
tive, Projeqt, ClassDojo and Kahoot. These tools helped to create multimedia presen-
tations, with dynamic slides in which you can insert interactive maps, links, online
quizzes, questionnaries, discussion, surveys, Twitter timelines, and videos, among
other options that complement academic lessons. Students were able to access mate-
rials, created with these tools, using smartphones, laptops, tablets or PCs which made
it convenient for them to study remotely. Some tools allowed teachers improve stu-
dent behavior, provide students with instant feedback so that good disposition in class