School: Hualien County He-Ping Primary School
    Hualien, Taiwan, ROC

10 students, ages 10-12 worked together to complete this CyberFair project on March 15, 2013. They have participated in CyberFair in the following year(s): 2011

Classes and Teachers: Xin Ying He, Lahang Lowsing, Heng Jie Zeng

E-Mail contact:

Our School's Web Site: http://

1. Description of Our Community

Chong De Village is located in the northern region of Xiu Lin Township, Hualien County, Taiwan Providence. The famous scenic spot of Chingshuei Cliff is within this region. The natural environment is wedged between the mountains and the ocean. Consequently, inhabitants relied on gathering and hunting (fishing and hunting) for sustenance. However, the geological formation of this region is principally gravel and lacking a river flowing through it. As a result, it is unsuitable for farming. Under such circumstances, the condition for Chong De to be self-sufficient is relatively weak.

2. Summary of Our Project

In the past, aboriginal cooking method was fourfold: raw, poached, roasted and salted. However in recent years, government has actively promoted local recreational tourism industry and consequently pushed tribal delicacies to entail changes including stir fry, deep fry, A la cart over rice and steam, etc., new creative methods. Dageeli Tribe Restaurant has inherited the good flavor of traditional tribal delicacies, developed many new creative flavors to satisfy the demands of changing times and enticed customers to an experience in the realm of most delicious and original-flavored gourmet dining. we are concerned with the culture and tradition of the environment within which we reside. Through physical first-hand visitations and interviews, investigations and discoveries and in overcoming difficulties entailed in this research project, we hope to initiate thoughts on future possibilities. Through Dageeli as an example of successfully building new tribal vision, we hope to shed light on what changes are in order in relationship to propagating the culture or in the livelihood of residents.

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:1

C. Connection speed used in the classroom:dial-up modem

D. Number of years our classroom has been connected to the Internet:2-3

4. Problems We Had To Overcome

(1)Assistance and help from the principal and the school administration to contact relevant departments and people .

(2)Funds for activities are self-produced by the school administration and the advising teachers, everyone chipped in.

(3)Through the help of parents of students, narrators and interviewees were contacted.

(4)The advising teachers were responsible for providing automobiles to take the children to and from individual interview site.

(5)Due to lack of time, except group time, use lunch rest recess and after school hours to conduct discussions.

(6)At the beginning when members joined the group, they only could get online and type. In collaboration with school IT curriculum, students’ use and handling of digital camcorder, digital camera and digital recorder pen for information transmission were enhanced.

(7)During the process of visiting and experiencing, pilotted the children in the use of camcorder and recorder pen to document the visiting process. At the time of organizing the information, had the teachers lead the students in categorizing and organizing.

5. Our Project Sound Bite

We hope to combine the process of this research which allows children in their attempt to make small souvenirs or in considering how to spread culture with their finding affinity toward their own tribe. We also hope that children through this process will accept the responsibility of tribal heritage and continue the vision of propagating tribal culture.

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

detail: http://www.truku.tw/2013globalcyberfair/narrative3.htm

Social Studies Connect lesson topics in the area of social studies regarding human vs. space and production vs. distribution to allow us, during the research process, to conduct hands-on investigations and to confirm what had been learned in the classroom while at the same time expanding the reach to related extracurricular instructional materials.

Arts and Humanities Through admiration of works of woodcarving and stone carving, developed an attitude of appreciation for arts. Also tried to use resources on-hand to make souvenirs having Taroko tribal characteristics.

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

detail : http://www.truku.tw/2013globalcyberfair/tools.jpg

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

In this thematic research, every team member through division of labor as well as cooperative effort participated in completing the entire research project one step at a time. Through discussions in small groups or with the entire team, collecting and editing information, conducting interviews by the entire team, and from what we had heard and seen, we were able to confirm our learning through life experiences. Every time we interviewed and investigated, we noticed that our attitude and our ability to organize information became more focused. Team members were able to mutually offer assistance and to support each other, making the preparation process smoother. Most importantly, from nothing to something, paying attention to every detail, we made the spirit of “faithfully documenting and truthfully reporting” the guideline of our research.

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

Because we could not record all the details on the menu and information of the art work in the course of visiting the restaurant, so we relied on paper and pencil records and on digital recording devices for support. We repeatedly verified the accuracy of the information to complete our research. Even though the process was more laborious, yet after we had sorted out the difficulties, the children were able to discover the richness of Taroko culture which could be spread out through vehicles such as gourmet food and artistic creations. This gave rise to stronger motivation to the children and teachers in doing the research. Through the process of interviews, we sensed many tribesmen had much hope and expectation in propagating the Taroko culture and hoped to convey the meaning of the culture through introductory remarks of each meal and creative art work. Even though our research could not cover the depth and breadth in entirety, we could raise in the children a sense of identity with their own culture and point out ways for future innovation. This has been the most productive part of this research for us.

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

detail: http://www.truku.tw/2013globalcyberfair/contribu.jpg

5) Discoveries, Lessons and Surprises (Optional)

Previously, we did not quite understand the culture and traditional gourmet food of Taroko tribe that it involved so much know-how. But after guidance from the teachers and our many visits and interviews, we understood better that the familiar daily encounter of salted pork and bamboo tube meals are not merely frequently seen food but entail the continuation of culinary culture and our shared remembrance of daily living. Furthermore, through viewing several woodcarving and stone carving works, we felt a deeper sense of cultural heritage. From these food and art work, we were given a new fascinating experience in sight, sound and in sense of taste which allowed us to have a better understanding of the background of our hometown cultural. Moreover, we discovered the possibility of creating more new motivational force for tribal development in the future.