1) What information tools & technologies did you used to complete your CyberFair project?
In completing the CyberFair project, we used a variety of information tools and technologies to support research and presentation. First, we utilized multiple computers for data search, editing, and web design. Each computer is equipped with an Internet connection, allowing us to access various databases and online resources. In addition, we also used digital cameras to capture photos and convert them into visual elements of web content, which helped enhance the visual impact of the project.
We also use scanners to convert handwritten information into digital format for easy editing and archiving. In order to conduct oral interviews, we used a tape recorder to record the interviewee's voice, and then used audio processing software for post-editing.
The most valuable tool is the computer, because it is not only the main platform for finding information, but also the core tool for designing and editing web pages. Web design software helps us present our research results to the audience in an intuitive way.
Most of these tools are equipment provided by the school, but some are obtained through donations from businesses or the community. Technically, web design software and digital cameras were crucial to the success of our project, allowing us to organize and present the information quickly and efficiently.
2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
Within the CyberFair program, students serve as ambassadors and spokespersons for the program in a variety of ways. They connect with community members and present project content through in-person meetings, phone calls, emails and social media. For example, students took the initiative to present the project to local shops and businesses. They will place the page on the school's homepage to raise awareness of the project in the community. Once, students proposed cooperation to local farm owners, hoping to use farm data to enrich their projects. The farm owner not only agreed to provide information, but also invited students to visit and arranged a special tour, which gave students a deeper understanding of the local culture. In addition, students communicated with experts via email and gained valuable insights that helped them improve the content of their projects.
Some members of the community were impressed with the students' efforts and left messages of appreciation on social media. A local business owner particularly praised the students' professional attitude and expressed his willingness to continue supporting various activities of the school, which is a huge encouragement to the students. These connections not only build students’ confidence but also help them feel like they have an active role in their community.
3) What has been the impact of your project on your community?
My project aims to promote interaction between the school and the local community and raise students' awareness of social issues. By building a website themed around local cultural and social issues, I hope students will learn how to use online platforms to speak out, while also making other members of the community aware of these important issues. While the website may not last long, it is already making a positive impact in the school and community.
First, students learned teamwork, data collection and presentation skills and deepened their understanding of social issues in the process of making the website. Parents and community members also gain a better understanding of students' work through the website, further establishing connections between the school and the community. In addition to students and teachers, the website has attracted attention from other schools and local agencies, who say it helps them better understand local culture and needs.
In terms of feedback, I received positive comments from community members who appreciated the platform for allowing them to learn more about local issues and student efforts. I believe this project not only improved students’ skills, but also strengthened the partnership between the school and the community and laid the foundation for future cross-border cooperation.
4) How did your project involve other members of your community as helpers and volunteers?
Our community members and volunteers play an important role in this project. In order to complete the CyberFair competition, we needed a lot of guidance and help, and these people from various backgrounds provided us with valuable help.
First, teachers and parents from schools actively participate in our projects, providing resources and professional advice. In particular, several parents have expertise in website development and design, helping students understand the basic principles of web design and providing technical guidance. The support of these parents allowed students to successfully complete the construction of the website and improve the quality of the website.
In addition, local community fruit farmers have also given strong support to our project. They provide information about pineapples and history and participate in the creation and modification of the website's content. The participation of these fruit farmers not only gives students a deeper understanding of local culture, but also makes the content of the website richer and more in-depth.
We sincerely thank all the volunteers and community members who helped make the project a success.
5) Discoveries, Lessons and Surprises (Optional)
During the course of this project, we did have some unexpected discoveries and learning experiences. First, we were surprised to find that how to make a website was more interesting than we expected. We not only learned technical operations, but also actively participated in every process of data collection, design and content creation. The students’ creativity and learning motivation surprised us. One of the key lessons is that working with communities is far more powerful than we think. The participation of local cultural workers and parents not only enriches the content of our website, but also deepens students' sense of identification with their own community. This made us realize that leveraging community resources can be more valuable to learning than we expected.
In addition, we have also discovered that long-distance cooperation and technical support can play a huge role in modern society. Remote guidance and advice provided by experts from different locations allowed us to overcome many technical challenges and improve the quality of the project.
The project also won the school's internal 'Best Creative Project Award' and was recognized at local community events. These surprising feedbacks strengthen our belief that learning is not limited to the classroom, but also includes communication and cooperation with the outside world.
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