School: Kang Chiao International School Qingshan (Elem.)
    New Taipei City, , R.O.C. (Taiwan)

9 students, ages 10-12 worked together to complete this CyberFair project on March 15, 2025. They have participated in CyberFair in the following year(s): 2013~2024

Classes and Teachers: Peng Xiang-Ru, Liu Yu-Hsuan

E-Mail contact:

Our School's Web Site: http://www.kcis.ntpc.edu.tw

1. Description of Our Community

Link: https://sites.google.com/kcis.ntpc.edu.tw/2025-project-narrative/information Taiwan is a beautiful island renowned for its advanced electronics industry and technology. With easy access to the Internet and 3C devices like computers, smartphones, and tablets, daily life in Taiwan has become more convenient. Many parents allow their children to use online media from an early age, and schools are increasingly incorporating digital resources into teaching and learning. However, the widespread use of 3C devices also brings challenges, especially for young students. Although media literacy is listed as a key learning goal in the Curriculum Guidelines of 12-Year Basic Education set by the Ministry of Education, there are no clear instructions on what or how to teach it, particularly at the elementary level. This is concerning because children today grow up surrounded by technology. Without proper guidance, they may face difficulties in using digital tools responsibly and critically.

2. Summary of Our Project

In this project, we are introducing an educational organization called LAPSEE, which is dedicated to promoting media literacy for children. LAPSEE aims to bridge the gap between the ideal of teaching media literacy and the reality of its implementation in schools. They create teaching materials and lessons to help children understand what media is and develop the critical attitudes needed to assess online media responsibly. Inspired by LAPSEE’s efforts, we are following their steps to advocate for media literacy skills in our elementary school and community. Our goal is to raise awareness of its importance among younger students, teachers, parents, and the wider community. By equipping students with these skills early on, we aim to create a positive impact and encourage responsible media use, helping them become informed and responsible digital citizens. To achieve this, we developed action plans, such as creating animations and using Scratch to design educational projects. We also participated in activities organized by LAPSEE, including classroom lessons where we taught kids about media literacy and explained why it is so important. Additionally, we filmed short videos to spread our message even further, encouraging everyone to think critically and responsibly about the information they encounter online.

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:more than 6

E. Additional comments concerning your computer and/or Internet access (Optional):

Currently, our school provides a fulfilling e-learning setting with a variety of resources accessible to students and staff. We have access to computer labs and each teacher is equi321wpped with a personal desktop computer. Moreover, the entire school is Wi-Fi enabled. Students in the fifth and sixth grades who are involved in CyberFair participate in e-learning sessions that utilize Chromebooks for various educational activities such as classroom lessons, assignments, and projects. Accessing the wireless internet across the school campus poses no challenges, and we can save our work on the school-wide server. Additionally, we can carry out research tasks and share our discoveries with our peers using online resources.

4. Problems We Had To Overcome

We encountered several challenges during our CyberFair project, but we worked together to overcome them. Teaching 2nd and 4th Graders: We needed to explain media literacy to younger students in a way they could understand. Using the story Oh, No! The Great Crisis in Media Town and illustrations, we introduced key concepts and taught them how to be cautious online. Since the younger students had limited knowledge of media literacy, we carefully crafted discussion questions to guide smooth and meaningful conversations. Volunteering at Workshops: While volunteering at Ms. Uni's Media Literacy workshops, we helped kids and parents unfamiliar with media literacy. Using the story of The Three Little Pigs, we facilitated group discussions and tasks. The participants were from all over Taipei and didn’t know each other, so we had to encourage interaction and create a comfortable learning environment. Creating Videos: Filming short videos on cyberbullying and fake news for 5th and 6th graders required a lot of effort. We learned how to write scripts and film from different angles to make the videos engaging. With guidance from our computer teacher, we practiced video editing and improved through rehearsals. It took time and patience, but we were proud of the final product. Despite these challenges, we completed our project successfully and gained valuable skills along the way.

5. Our Project Sound Bite

Through creative projects like games, posters, and videos, we explored media literacy and shared our knowledge with others. Let’s collaborate to create an even greater impact in promoting media literacy!

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

Our CyberFair project aligns with Taiwan's Ministry of Education 108 Curriculum Guidelines, which emphasize developing basic technology and media literacy skills. We learned critical thinking and content creation, which helped us understand how media impacts our daily lives.

This project connected well with our school curriculum. In English class, we practiced internet research and learned how to cite sources. In library class, we focused on verifying information and spotting misinformation. In computer class, we studied how to recognize scams and protect personal information. These lessons were directly applied in our research, workshops, and action plans.

We gained new skills, like video producing and website building, using tools such as Canva and Google Sites. Working on this project also taught us how to collaborate effectively as a team, share tasks, and communicate our ideas. These experiences helped us see the importance of teamwork and clear communication.

Using the internet for learning was more effective than traditional methods in many ways. It allowed us to gather information quickly, connect with experts, and share our work online. Through this project, we learned how education connects to real-world issues, and we raised awareness about media literacy in our school and community.

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

We utilized a variety of tools and technologies for our CyberFair project. Computers and the internet were the most critical, as they allowed us to research, collect data, and organize materials. With the help of Google Apps, we managed surveys, paraphrased information, and collaborated on building the website. Online resources, such as educational websites and digital libraries, helped us find reliable information.

Phones and cameras played a significant role in capturing short video clips and conducting interviews. Phones were also used as props during filming. Additionally, cameras ensured high-quality recordings for key project moments. For video editing, we used the website Canva, which made it easy to create visually appealing videos. Google Sites was our primary tool for building the project website, enabling us to create a user-friendly and organized platform to present our work.

We accessed these tools through school resources and personal devices. The school provided Chromebooks and some cameras, while team members contributed their phones and other necessary items. Businesses didn’t donate specific tools, but we appreciated the guidance provided by our teachers.

The most valuable tools were computers, Canva, and Google Sites, as they enabled efficient research, content creation, and presentation. Google Drive was particularly helpful for organizing and sharing our work. Cameras and phones were indispensable for creating engaging visual content, which enhanced our storytelling.

Overall, these technologies allowed us to work creatively and effectively.

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

We have done a lot as ambassadors for our CyberFair project, representing our school and sharing what we’ve learned with others. One of our proudest moments was teaching a lesson to our teachers about reading news titles critically. It felt empowering to see them take the skills we shared and bring them back to their classrooms.

For the younger students, like the 2nd and 4th graders, we told a story about the differences between traditional and new media. They loved the storytelling, and we had lively discussions about how media tools have changed over time. With the reporter club, we led a lesson on how journalists can have different perspectives when writing articles. This sparked thoughtful conversations about media bias and how we should critically evaluate what we read.

We also created videos about cyberbullying and fake news to raise awareness. Making these videos taught us how to communicate serious messages effectively, and we were thrilled to share them online for a broader impact. But that’s not all—we conducted surveys, designed Scratch games, and even made animations inspired by storybooks. Each of these activities helped us explore media literacy creatively while reaching different audiences.

Through these efforts, we spoke with teachers, school clubs, and younger peers in person, while our videos and online materials reached even more people. Teachers told us they found the critical reading lesson practical and easy to use in their classrooms, which made us feel proud. The younger students were excited but needed a bit more help during discussions, which showed us how to adjust our teaching style. The reporter club members appreciated the new perspectives we shared, and their feedback inspired us to continue making a difference in our community.

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

Our project has had a meaningful impact on our school and community by raising awareness about media literacy, a topic not widely discussed in elementary schools in Taiwan. Through our efforts, we have introduced media literacy to students, teachers, and parents, helping them understand its importance in daily life. We strengthened our school’s relationship with the local community by participating in media literacy workshops led by Teacher Uni and collaborating with LAPSEE, a group dedicated to teaching media literacy. We also conducted surveys with parents and students to learn more about their understanding of media literacy, using the insights to plan our lessons and materials. Our action plans included teaching students and teachers about media literacy, creating awareness posters, short videos, and online games, and volunteering in community workshops. These initiatives encouraged critical thinking about how media affects our lives and made the topic accessible to different age groups. Although our website has not been live for long, it has started to reach local audiences and even extended. Teachers have expressed appreciation for the resources we’ve provided, while parents and students have gained new perspectives on navigating media. By fostering these connections and providing practical tools, our project has made a difference in spreading media literacy within and beyond our community. This experience has shown us how much impact even a small group can have and inspired us to continue these efforts in the future.

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

Our project involved many members of our community as helpers and volunteers, and we are incredibly grateful for their support. It wouldn’t have been possible without their contributions. Within our school, Ms. Patty and Ms. Alice played a key role in leading our club sessions, guiding our work to stay on track, organizing workshops, checking in regularly, and advising us on our action plans. Teacher Uni taught us essential ideas about media literacy, while Director Liu shared her thoughts on her media literacy documentary, providing valuable insights. Teacher Alicia arranged media literacy workshops that allowed us to gain hands-on experience. Additionally, our computer teachers taught us video editing and website-building skills using Google Sites. We also received support from homeroom teachers, computer teachers, and the librarian, who participated in interviews and attended our presentations during teacher meetings. Parents contributed by filling out surveys during parent-teacher conferences, and students participated in our surveys and as audiences for our action plan lessons. Beyond the school, community members, such as Teacher Uni, involved us in media literacy workshops, helping us connect with others outside our immediate circle. Each person brought unique expertise or support, from feedback on our presentations to technical assistance, ensuring our project succeeded. This collaboration has shown us the strength of working together, and we thank everyone who helped us along the way. Their encouragement and involvement have been invaluable in making our CyberFair project a meaningful experience.