CyberFair Project ID: 5306

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International Schools CyberFair Project Narrative
Title: Tuba: A Cebuano Toast to Life
Category: 4. Local Specialties

School: UP Visayas Cebu High School
    Cebu, Cebu, Philippines

25 students, ages 11-16 worked together to complete this CyberFair project on February 20, 2008. They have participated in CyberFair in the following year(s): 2006, 2007

Classes and Teachers: selected 1st year, 2nd year and 4th year classes

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

The project involved many 'communities.' The most immediate community that the project served was the school community, composed of students, faculty, administrators, and non-teaching staff.

The bigger 'communities' that the project served was the Cebuano and Visayan communities comprised by various cities, towns, municipalities, and baranggays to whom the tuba is still a familiar and commonplace--but sometimes neglected--cultural item.

The widest 'community' that our project served is the global community composed of people who hardly have any idea--sometimes having skewed ideas--of Filipino culture in general, and Cebuano culture in particular.

2. Summary of Our Project

Students, accompanied by their faculty advisers, went to various towns and municipalities outside of Metro Cebu to observe tuba-making practices, interview tuba-gatherers, and gather direct and first-hand information about the tuba. The students also gathered supporting information from secondary sources such as printed and online publications.

Finally, after enough data have been gathered, the students worked together to present their findings in an organized way—by creating a website dedicated to the tuba.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:less than 20

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:4-6

4. Problems We Had To Overcome

The major difficulties we had to hurdle were those of hectic, sometimes competing, schedules and the distance separating our school from the communities we studied. We were able to balance arrange our schedules and coordinated with each other. Through better time management, we were able to free up some time for traveling to and immersion in the communities we observed.

Another obstacle that we had to deal with was the funding for our trips to the out-of-town communities. We were able to hurdle this obstacle by rallying support from the other faculty members and the Parents-Teachers Association (PTA). Both the faculty and PTA gave their full support to the project.

5. Our Project Sound Bite

The Cyberfair, being an international event, enables our school to participate in a global and collaborative effort to learn and to unite, as well as to share.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

For the first time, the first year students (aged 12-13 years) were the ones assigned to take a major role in the implementation of the project. They interviewed, researched, and wrote articles for the project. The project introduced them to experiential learning, where they learn new concepts through direct and first-hand experience. They also were introduced to group and collaborative learning, where they learn together as a group.

The project served as a capstone for the students communication arts classes, as the students were required to use the various communication skills at the different stages of the project’s implementation. In particular, the students’ outputs required clear, correct, effective, unified, coherent, orderly, well-developed, and coherent writing. Oral communication skills were also used as the students interacted with other people involved in the project. Social science standards were also met as the students embarked on an exploration of an important aspect of their culture and history.

General science standards were also met as the students discovered various chemical and physical concepts operating in the tuba-making process.

Critical thinking and logical reasoning—two skills that traverse the entire high school curriculum—were skills that the students either applied or developed as they sort out, analyze, interpret, verify, and evaluate the data they gathered.

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

The project was divided into phases: data gathering, content writing and web development. During the data gathering phase, a video camera and digital still camera were used for documentation and interview. In this way, the look and character of the community will be well documented.

To come up with the content, the students were allowed free access to the school’s computer laboratory. The webpages were designed using open-source software in the school computer laboratory since the school advocates the use of non-commercial computer application.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

The students personally contacted people that they wanted to interview and who they believe can help them. The students also had to explain the project—often more than once—to their parents and relatives. The students were assigned specific topics to learn more about. They became “experts” of their assigned topics and were able to share their “expertise” to the other members of the project team.

3) What has been the impact of your project on your community?

For the last two years, our school has been focusing on our local culture and heritage. Our passion for our culture has earned for us not just prize-winning entries to the International Schools Cyberfair contest but also the accolade, honor, and recognition from our immediate community, especially from the local government. Last year, our school was awarded the “Garbo sa Sugbo” (Pride of Cebu) award by the Cebu Provincial Government.

Officials of the municipalities of Argao and Carcar also conveyed their appreciation for our project on the tube. They hope and believe that our project would help promote their local delicacies (especially the tuba) and its by-products.

4) How did your project involve other members of your community as helpers and volunteers?

The students aroused the interest of other students. This escalation of interest among students inspired our team to do their best so that they can help feed the curiosity of their peers and schoolmates. The faculty were most helpful and supportive. Sometimes, other faculty members would spend from their own pockets, since the students come from low-income families and hardly have money to spend for the project. The Parents-Teachers Association also provided funds for the completion of the project. They also extended their moral support. Local government officials of the baranggays and municipalities we visited were very eager to show us around their sites.


View our CyberFair Project (Project ID: 5306)

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