1) What information tools & technologies did you used to complete your CyberFair project?
To complete our International Schools CyberFair project, students used a variety of information tools and technologies to support research, documentation, communication, and presentation. One of the most important learning experiences was an on-site visit to the Genesis Social Welfare Foundation. During the visit, students conducted oral interviews with staff members to better understand their services and the needs of the people they support.
For documentation and content creation, students used iPads and laptop computers provided by the school. These devices were used to take notes, record interview responses, organize information, and create digital content for the project website. Students also used digital cameras built into the devices to capture photos that documented the learning process and the donation activities.
A key technology tool was Google Sites, which students used to design and build their project website. Most students had no prior experience with website creation. Through group discussions, trial and error, and peer support, they gradually learned how to organize content, edit text, upload images, and publish pages. This collaborative exploration became one of the most authentic and meaningful learning experiences of the project.
The Internet played a crucial role in researching the foundation, verifying information, and sharing the project with the school community. School computers, Wi-Fi, and devices were all provided by the school; no tools were donated by outside businesses.
The most valuable tools were the digital devices and web-building platform, as they enabled students to transform real-world experiences into shareable knowledge. Beyond technical skills, these tools helped extend life education to the entire school community through meaningful participation in the donation campaign.
2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
Throughout the International Schools CyberFair project, our students acted as ambassadors and spokespersons for both their school and the project in meaningful ways, both online and in person. They represented our school by communicating the purpose of the diaper donation campaign and explaining how it supported the mission of Genesis Social Welfare Foundation.
In person, students introduced the project during school assemblies, visited classrooms, and spoke with teachers, staff, and peers to encourage participation. They explained the social issues behind the need for adult diapers and shared what they had learned from visiting the foundation. These face-to-face interactions helped students practice public speaking, confidence, and respectful communication while raising awareness across the campus.
Online, students used the project website created on Google Sites to share research findings, photos, and updates about the campaign. They also helped draft messages and announcements that were shared through the school’s digital platforms and email systems. Through these channels, students communicated clearly with parents and community members, answering questions and explaining how donations could be made.
Students also acted as ambassadors during their on-site visit to Genesis Social Welfare Foundation by interviewing staff members and listening attentively to real stories from service providers. These conversations deepened students’ sense of responsibility and helped them represent the project with sincerity and empathy when sharing their experiences afterward.
As a result of these contacts, the school community responded enthusiastically. Many teachers and parents expressed their support verbally and through written messages, and donation numbers exceeded expectations. This positive feedback affirmed students’ efforts and showed them that their voices and actions could truly make a difference.
3) What has been the impact of your project on your community?
Our International Schools CyberFair project has had a meaningful impact on our school and local community by strengthening connections, raising social awareness, and encouraging collective action. Through the diaper donation campaign for Genesis Social Welfare Foundation, students, teachers, parents, and community members worked together toward a shared humanitarian goal.
The project made a real difference by increasing understanding of the needs of bedridden patients and long-term care recipients. Through our project website, visitors learned about the mission of the foundation, the social issues behind adult diaper use, and how small actions can lead to significant change. Parents and community members reported that the website helped them better understand why the donation was necessary and how they could participate.
Beyond the local community, our project reached a wider audience. We submitted our project story to a national newspaper, and it was successfully published. This media coverage helped extend the impact of the project beyond our school, allowing more people across the country to learn about our community, our students’ efforts, and the importance of social welfare initiatives.
As a result of the project, we established stronger working relationships with the foundation staff, school administrators, and parent groups. Teachers from other schools and community members also viewed our website and shared positive feedback, expressing appreciation for the students’ initiative and empathy.
Overall, the project strengthened the relationship between our school and the community by turning learning into action. It not only enhanced students’ sense of social responsibility but also fostered a culture of care, cooperation, and life education throughout the school and beyond.
4) How did your project involve other members of your community as helpers and volunteers?
Our CyberFair project relied on the support and guidance of many members of our school and local community. The principal provided strong leadership and encouragement from the start, approving resources and even helping to organize the transportation of the large quantity of donated diapers. Department heads and team leaders across different school offices assisted by coordinating schedules, promoting the project, and providing practical guidance to the students. The parent association also played a key role, helping to communicate with families, encouraging donations, and supporting the campaign both morally and materially.
Outside of the school, the staff of Genesis Social Welfare Foundation’s Taoyuan branch were invaluable partners. They generously provided materials such as banners and promotional items, and offered guidance on the best ways to organize and present the donation campaign. They also welcomed our students during the on-site visit, allowing them to observe real-life social work and conduct interviews with the foundation’s staff. This hands-on support strengthened students’ understanding of community service and helped them represent the project authentically both online and in person.
All of these helpers made it possible for students to experience meaningful learning beyond textbooks, from planning and organizing the campaign to sharing its results on the CyberFair website. Their guidance, resources, and encouragement ensured that the project ran smoothly and had a tangible impact on the school and local community. We are deeply grateful for their dedication and collaboration, which allowed our students to successfully complete this social and educational project.
5) Discoveries, Lessons and Surprises (Optional)
Through this diaper donation project for Genesis Social Welfare Foundation, our students made many meaningful discoveries and learned valuable lessons. They realized the importance of helping vulnerable populations and participating actively in community service. Many students were surprised by the scale of need: bedridden patients require a massive daily supply of diapers, and even a single donation can significantly impact their lives.
Students also learned the power of teamwork and creative communication. From designing posters and recording radio dramas to decorating the collection area and giving presentations during flag-raising ceremonies, they discovered that combining visual, auditory, and interactive methods can inspire more people to contribute. Several students reflected on how initially “impossible” goals became achievable, seeing the “diaper mountain” and a fully decorated “Tree of Love” grow as the project progressed.
The project also provided lessons in planning and organization. Students suggested that future campaigns could assign tasks more clearly, extend collection periods, or increase publicity through flyers and announcements. Many reported that public speaking became less intimidating and that participation helped them understand empathy, gratitude, and social responsibility in a real, tangible way.
Perhaps most importantly, students recognized that even small acts of care could collectively make a huge difference. They felt pride in contributing to a larger cause and developed a deeper understanding of the social challenges faced by individuals and families in need. This experience was not just a fundraising activity—it was a profound lesson in life education, civic engagement, and the impact of collective action.
| 
