School: Taipei Municipal Shilin Junior High School
    Taipei, N/A, Taiwan

9 students, ages 13-15 worked together to complete this CyberFair project on March 15, 2026. They have participated in CyberFair in the following year(s): 2018,2019,2020,2021,2022,2023,2024,2025

Classes and Teachers: Huang I-Yu, Shih Kuan-Chou, Shih Yu-Yun, Chin Yu-Wei, Huang Yung-Ching, Lee Yi-Xuan, Hsu Hsun-Wan, Yang Cheng-Yan, Wu Yung-Chun, Huang Yu-Hsuan, Lin Hsuan-Yu

E-Mail contact:

Our School's Web Site: http://www.sljh.tp.edu.tw/nss/p/index

1. Description of Our Community

Taiwan is a small island located in the Pacific Ocean, characterized by a subtropical to tropical climate and diverse landscapes. Our school is situated in Shilin District, in northern Taipei City. The surrounding community is rich in cultural and educational resources, including the Shilin Night Market, Taipei Children’s Amusement Park, the Taipei Astronomical Museum, and the National Palace Museum. Our school is a small junior high school with approximately 700 students and 85 faculty and staff members. Our school encourages students to explore our interests through a wide variety of student clubs and extracurricular activities. By promoting diverse learning experiences, our school aims to help us discover our strengths, develop empathy, and become responsible citizens who contribute positively to society.

2. Summary of Our Project

Our school encourages junior high students to engage in public service to learn beyond the classroom and contribute to the community. In this project, we interviewed Mr. Huang Chi-Chen, a volunteer guide runner for visually impaired runners, and attended his experience-sharing seminar to understand his motivation and the role of guide runners in supporting safe and confident participation in sports. We also joined charity road running events and set up an interactive booth during our school anniversary, allowing participants to experience guiding a visually impaired person while walking. In addition, we surveyed barrier-free facilities on campus and submitted practical improvement suggestions to our school. Through these actions, we aim to raise awareness, inspire empathy, and help build a more inclusive and accessible environment in Taiwan.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

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):

We mainly use our school computer labs to search for information on the topic. On holidays, we use our personal computers and iPad to collect materials. Emails and Google Drive are often used to exchange information. Data and file transfer through emails and Google Drive are effective ways for our teamwork.

4. Problems We Had To Overcome

In December, we participated in the 9th “Running Around Taiwan for Charity with the Visually Impaired” event and faced extremely harsh weather conditions. The temperature was very low, and heavy rain made it difficult to see clearly, with raindrops constantly hitting our faces. However, none of the visually impaired runners, guide runners, or enthusiastic participants like us gave up because of the weather. External challenges have never been a reason for us to retreat. Despite strong winds, heavy rain, and traffic controls along the route, everyone continued moving forward step by step. Witnessing the determination of visually impaired runners, the careful guidance of the guide runners, and the support of caring citizens strengthened our resolve to complete this project and help more visually impaired individuals.

5. Our Project Sound Bite

Through the interview process, we gained a deeper understanding of the responsibilities carried by guide runners and felt the powerful trust and companionship behind every act of assistance. Guiding is not only about providing direction, but also about offering emotional support and encouragement. By running side by side repeatedly, guide runners and visually impaired runners build mutual understanding and friendship, growing and achieving together. This experience helped us realize that true help is not sympathy, but respect and companionship. It also reminds society to support visually impaired individuals in pursuing their dreams through greater understanding and action.

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

(1) Language: During the interview process, we integrated information from the speaker and reflected deeply on the topics discussed. This helped us learn to view issues from different perspectives and improve our accuracy and clarity in written expression. (2) Mathematics: During our school anniversary, we conducted a paper-based questionnaire survey to understand public awareness of visual impairment and willingness to offer help. We analyzed the collected data statistically and presented the results using pie charts and bar graphs, making the findings clearer and easier to understand. (3) Integrative Activities: By participating in charity road running events, we took concrete action by guiding and running alongside visually impaired runners. While running and sweating together, we encouraged one another and showed care for visually impaired individuals, contributing to a more friendly and inclusive environment. (4) Social Studies: We learned about Taiwan’s ongoing efforts to support visually impaired individuals, from advocating for basic rights in the past to improving quality of life and social inclusion today. We also gained a better understanding of how citizens can care for and participate in related social issues through practical actions. (5) Arts and Humanities: To help more people understand the challenges faced by individuals with disabilities and learn how to offer appropriate assistance, we conducted research and designed posters for public presentations. Through these efforts, we hope to inspire empathy and compassion, encouraging society to support more visually impaired individuals.

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

Our school provided most of the essential tools needed for this project, including computers, a voice recorder, a digital camera, and a scanner. Among these, computers and the internet were the most important resources. We used them, along with authorized software, to search for information, organize documents, edit photos and videos, and design our project website. In addition, we used smartphones to take photos, record short videos, and communicate with interviewees to arrange meetings and activities. Smartphones were especially helpful during field investigations, as they allowed us to quickly capture valuable moments and observations in real time. By combining school-provided equipment with personal mobile devices, we were able to efficiently collect, organize, and present information.

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

We actively promoted our topic through both face-to-face interactions and online platforms. We designed and hand-drew display boards and posters, which were presented at promotional booths during our school anniversary fair and student exchange visits. Through hands-on activities, we guided visitors to experience aspects of daily life faced by visually impaired individuals, helping them better understand related challenges. In addition, we shared our learning experiences and reflections in classrooms, student clubs, and daily conversations, encouraging more people to join us in advocacy and service activities. Online, we shared our project content through social media platforms such as YouTube and Facebook. We also produced a short radio program introducing our project, which was broadcast during lunchtime at school. Through continuous and diverse forms of outreach, we hoped to reduce the distance between the public and visually impaired individuals, cultivate empathy, and inspire concrete actions that promote understanding and friendly support within our community.

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

Through this project, we developed a new and deeper understanding of the lives of visually impaired individuals. In the past, our perceptions were often limited to stereotypes that focused only on the need for assistance. However, through direct interaction and in-depth research, we discovered that visually impaired individuals can enhance their self-worth and quality of life through sports, work, and social participation, leading confident and fulfilling lives. We also learned that serving as a guide runner is not only meaningful for visually impaired runners, but also deeply rewarding for volunteers, who gain a strong sense of achievement through helping others. Our project has encouraged more people in the community to learn about and consider joining guide running volunteer services. Overall, this project helped foster greater respect, understanding, and willingness to take action within our community.

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

Throughout the project, we received strong support from teachers, students, and parents who visited and participated in our booth during the school anniversary celebration. Their involvement helped raise awareness of the challenges faced by visually impaired individuals and taught practical ways to offer assistance. Our main interviewee, Mr. Huang Chi-Chen, is the deputy leader of a local guide running group for visually impaired runners. In addition to being interviewed by our team, he shared his volunteer experiences, challenges, and sense of fulfillment with students across our grade level. We also invited teachers and classmates to participate in the “Running Around Taiwan for Charity with the Visually Impaired” event, allowing more community members to show care and support through direct action.

5) Discoveries, Lessons and Surprises (Optional)

Participating in activities with visually impaired runners profoundly changed the way we view life and adversity. Visually impaired individuals showed us through their actions that disability is not the end of life, but a different way of living. With proper support, companionship, and opportunities, everyone can realize their potential and contribute to society. This project taught us the importance of empathy and respect, encouraged us to reflect on our own attitudes toward life, and reminded us to appreciate what we have. More importantly, it inspired us to take responsibility for promoting understanding, inclusion, and mutual growth among different groups in society.