1) What information tools & technologies did you used to complete your CyberFair project?
E-mail: Contact interview subjects, transfer files, and modify documents, etc.
Internet: Brows Dragon Boat Festival and dragon boat racing related sites and related information on the Internet. Use E-mail to contact group members, and use the forum to discuss and share their research records.
Video and digital still cameras: Videoing the process of interviews and visits and.
Scanners: Photos, picture scanning
Voice recorder, tapes, and tape recorders: Tape the content of interviews for easy organization.
Type of computer software: Web page editing (Muse,), store photos and modify photos (PhotoScape, Picasa, Flash SlideShow Maker), as well as information collected online and editing text files (Word, Google Sites)
Burner and USB: Burn data and the flow of electronic files
Specialized E-classroom: Using specialized E-classroom’s electronic whiteboard for interactive teaching and learning, and using group computers to conduct Internet data search, collection, and organization.
Intel Thinking Tools: Use Visual Ranking, Seeing Reason, Showing Evidence thinking tools to trigger higher level thinking.
2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
In this research project we had first hand contact and interviews with local people, and through interview questions prepared in advance we allowed the interview subjects to speak frankly. At the same time, Cyberfair project team members listened, recorded, and organized these memories into words, delivering not only the process of dragon boat production and historical footprint, but further expressed the care for the land into action. In this activity, we played the ambassador for promoting unique local culture!
3) What has been the impact of your project on your community?
Learning activities became more interesting and fun: In “The Heirs of the Dragon Boat,” local curriculum and arts and culture programs was combined with Intel tools to trigger higher order thinking activities, and in the knowledge exploration our “learning and innovative ability” were raised. Frequent group cooperation, actual visits and interviews, self-exploration, interpersonal communication, etc. improved our 'life and career ability'. The use of information tools and collaboration platform completed and matured our “information, media and technological ability”. From the cutting edge through time to the customs of thousands of years, this gave us a very special experience of “access to the ancient and modern'.
4) How did your project involve other members of your community as helpers and volunteers?
(1)Members of the society (Mr. Qing-cheng Liu, Mr. Hsu-yao Song, Teacher Mei-yue Chen):Oral materials,providing information and photos, professional and technical guidance.
(2)Shezi Elementary School (Principle Jin-chun Liao, Director Hsiu-juan Li, Teacher Chi-tsong Chang, Teacher Chen-fu Chen):Oral materials, providing information and photos, provide advice, spiritual encouragement, provide drawings and new information, planning consultation.
5) Discoveries, Lessons and Surprises (Optional)
After the “The Heirs of the Dragon Boat” project, we found that:
Learning knowledge has become systematic and efficient. We belong in a knowledge-based economy - the amount of knowledge has dramatic increased, information explosion, and technological tools advance rapidly, so information management becomes even more important in this information saturated age. From the perspective of knowledge management, we not only transformed from the passive role of acceptance in learning to actively exploring in our learning activity, but the thematic curriculum activities also effectively enhance the basic concepts of knowledge management. We know how to “select the correct information”, filter inappropriate messages, make the best use of the tools, use Internet tools to collect information, “integrate information” after collecting large amount of data, listing key items to share with peers, and organize personal experience through discussion.