School: Baoshan Elementary School
    Changhua County, Taiwan, R.O.C.

6 students, ages 10-12 worked together to complete this CyberFair project on March 13, 2026. They have participated in CyberFair in the following year(s): 2025

Classes and Teachers: Teachers: Chiong-Yi Huang, Xiao-Shan Bai, Gen-Huang Lin; Class: 5th Grade Students

E-Mail contact:

Our School's Web Site: http://www.bses.chc.edu.tw/

1. Description of Our Community

Our community is located in Fenyuan Township, Changhua County, a unique hilly area nestled along the Bagua Mountain Range in central Taiwan. This region is blessed with red soil and a sunny climate, making it the perfect cradle for some of the finest pineapples in the country. Our school sits at the heart of this agricultural landscape, where the lives of our students and their families are deeply intertwined with the seasons of the pineapple harvest. For us, 'community' is not just a geographic location; it is a shared heritage built on the hardworking spirit of local farmers. By focusing on the 'Pineapple Cake,' we are exploring the pulse of our hometown, connecting our school with the local fields, traditional bakeries, and the golden fruit that defines our identity.

2. Summary of Our Project

Titled 'Taiwan's Golden Legend: The Art and Soul of Pineapple Cakes,' our project aims to document the transformation of a simple local fruit into Taiwan’s most iconic pastry. In Fenyuan, pineapples are more than just a crop; they are the foundation of a local industry that bridges agriculture and culinary art. Our students embarked on a journey to investigate the entire supply chain—from visiting local orchards to understanding the traditional and modern methods of making pineapple jam and crust. Through the lens of 'Food Education and Aesthetics,' we examine how this 'Golden Legend' balances traditional flavors with modern packaging design. Our goal is to promote Fenyuan’s unique agricultural value to the world while fostering a sense of pride in our students for their local roots.

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):

Our school is equipped with a high-speed fiber-optic network, ensuring seamless internet access across the entire campus. Every student in this project has access to a personal tablet or a workstation, facilitating real-time research and multimedia content creation. We utilize a G-Suite for Education environment for collaboration, allowing students to work simultaneously on web design and data organization. Furthermore, the integration of digital tools has become a standard in our 'Food Education and Aesthetics Classroom,' where students use technology to document the process of pineapple farming and pastry making, bridging the gap between traditional agriculture and modern digital storytelling.

4. Problems We Had To Overcome

During the project, we faced two main challenges. First, coordinating interview times with local pineapple farmers and bakery owners was difficult due to their busy harvest and production schedules. We overcame this by using digital scheduling tools and preparing our interview questions in advance to respect their time. Second, students initially struggled with organizing vast amounts of field data into a cohesive web structure. As teachers, we introduced collaborative platforms (G-Suite) and mind-mapping techniques to help them categorize information effectively. This process not only improved their technical skills but also taught them the importance of patience and professional communication in a real-world setting.

5. Our Project Sound Bite

This project has allowed our students to rediscover the 'golden value' of their hometown, transforming a local specialty into a bridge that connects traditional agriculture with modern digital creativity. It has instilled in them a profound sense of pride and a commitment to preserving the cultural heritage of Fenyuan for a global audience.

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

Our project is deeply integrated with Taiwan’s 12-Year Basic Education Curriculum, specifically focusing on 'Social Studies,' 'Information Technology,' and 'Arts and Humanities.' By investigating the pineapple industry in Fenyuan, students addressed content standards related to local geography, economic development, and cultural preservation.

In terms of skills, students practiced advanced ICT applications, including web design, digital photography with professional equipment, and collaborative data management via G-Suite. They also honed their 'Core Competencies' such as systematic thinking and planning, communication and facilitation, and social interaction.

Compared to traditional methods, using the Internet for research and web creation has proven significantly more effective. It transformed students from passive information receivers into active knowledge creators. They learned to verify online sources, conduct digital interviews, and present their findings to a global audience. This project fits perfectly into our school’s goal of fostering 'Global Citizens with Local Roots,' as it encourages students to take pride in their community while using modern technology to share their heritage with the world.

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

To bring the 'Golden Legend' to life, our team utilized a blend of professional recording equipment and mobile learning tools. We used a Canon XA65 professional camcorder with external microphones to capture high-quality interviews with local farmers and bakery masters, ensuring our documentary segments had broadcast-level clarity.

Each student was equipped with an iPad, which served as a versatile tool for taking field notes, capturing quick snapshots of pineapple fields, and recording oral history during on-site visits. For web development and data organization, we utilized desktop workstations in our computer lab.

In terms of software, G-Suite for Education (Google Docs, Sheets, and Drive) was our primary platform for collaborative writing and resource sharing. We also used image editing software to refine our photos and video editing suites to produce our project films. The most valuable tools were the iPads and the professional camcorder, as they allowed students to step out of the classroom and become 'mini-journalists,' bridging the gap between traditional agricultural knowledge and modern digital media.

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

Our students acted as proud ambassadors for Fenyuan by stepping out of the classroom and engaging directly with the heart of our community. In person, they visited local pineapple orchards and modern bakeries, conducting interviews with a new generation of young farmers and pastry masters. During these visits, they didn't just ask questions; they shared the mission of our CyberFair project, explaining how they aimed to promote Fenyuan’s 'Golden Legend' to a global audience. The community was deeply impressed by the students' curiosity and their professional use of camcorders and iPads to document the evolving agricultural landscape.

Online, students served as digital spokespersons by curating content for our project website and sharing teasers of their interviews. They reached out to local business owners via email to verify facts and request historical photos, building a bridge between the school and the industry. One inspiring outcome was the meaningful dialogue between our students and the young farmers, who shared their innovative visions for sustainable farming. This connection moved our students to see agriculture not just as a tradition, but as a vibrant, forward-looking career. This project transformed our students into active promoters of local culture, fostering a strong sense of mutual respect between the school and the modern Fenyuan community.

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

Our project has significantly strengthened the bond between Baoshan Elementary School and the Fenyuan community. By focusing on the 'Golden Legend' of pineapple cakes, we created a platform for meaningful intergenerational dialogue. The most direct impact was the newly established partnership with local young farmers. These farmers, who are revitalizing Fenyuan’s agriculture with sustainable methods, provided our students with first-hand knowledge, while our students helped digitize and promote their stories to a global audience.

Furthermore, the project has resonated deeply with parents and local residents. Our 'Food Education and Aesthetics Classroom' served as a hub where traditional culinary skills met modern digital storytelling. Through our web pages, people in the community have seen their daily hard work transformed into a source of local pride. We have received positive feedback from the Fenyuan Farmers' Association, praising the students for their ability to use professional technology to preserve local heritage. This project has not only documented a local specialty but has also sparked a community-wide conversation about the future of our agricultural identity, proving that a school project can indeed be a catalyst for local cultural revitalization.

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

Our project was made possible through the generous support of various community members. First and foremost, we owe a great debt of gratitude to the local young farmers in Fenyuan. They not only opened their orchards to our students but also volunteered their time to explain the nuances of sustainable pineapple farming and the history of the local industry.

We were also supported by a dedicated group of parent volunteers who assisted with student transportation and safety during our field trips. Their involvement ensured that our students could focus entirely on their interviews and photography.

Furthermore, we received invaluable 'long-distance' guidance from culinary experts and digital learning professionals via the Internet. They provided feedback on our web design and shared insights on how to best present the 'Golden Legend' of pineapple cakes to a global audience. These digital mentors helped us refine our narrative and ensure technical accuracy. This collaborative effort has shown our students that a successful project is not just the work of a few, but the result of a supportive community coming together to share their knowledge and passion.

5) Discoveries, Lessons and Surprises (Optional)

Throughout this project, our most significant discovery was the hidden 'high-tech' side of modern agriculture. Students were surprised to learn that young farmers in Fenyuan are using data analysis and sustainable soil management to improve pineapple quality, challenging their old stereotype of farming as a 'primitive' industry.

A valuable lesson we learned was the importance of storytelling. We realized that a pineapple cake is not just a snack; it is a vessel for history and local spirit. Capturing this through professional lenses required immense patience. One of the biggest surprises occurred during our interview when a young farmer showed us how different soil types directly affect the acidity of the pineapple—a 'live science lesson' that was far more impactful than any textbook.

This project has already received recognition within our school district for its innovative approach to integrating food education with digital media. More importantly, it has surprised us with the profound sense of mission it sparked in our students. They no longer see themselves as just children from a small town, but as guardians of a 'Golden Legend' that deserves to be known by the world.