School: http://www.cchps.hlc.edu.tw
    Hualien, Taiwan, Wanrong

15 students, ages 10-12 worked together to complete this CyberFair project on March 23, 2010. They have participated in CyberFair in the following year(s): 2007,2009

Classes and Teachers: Teacher De-lin Ai,Teacher Shu-jun Hua,Director Shou-liang Hsu.

E-Mail contact:

Our School's Web Site: http://www.cchps.hlc.edu.tw

1. Description of Our Community

The historical data about Truku people are limited due to their habit of living in the deep and vast mountains, loose distribution of residents, and living on their own, making it difficult for outsiders to visit or contact them. The government has established many systems to protect indigenous peoples’ cultures, which are diversified and unique, especially the culture of facial tattoo and cloth weaving

2. Summary of Our Project

Our research begins from hunters’ hinting life and discusses how these hunters experience conflicts between traditional culture and modern life, and how they balance the two. We also experience hunting by ourselves, acquire recognition from practical experience, and understand Truku culture through hunters’ personal experience of hunting by interviewing.

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:2-3

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):

At the end of 2009, Hualien County Government finished the construction of e-classrooms and e-campus. Notebooks were distributed to each class. The whole county was installed with fiber broadband, and thus uploading or downloading students’ works on campus would not be an additional burden on teachers, students or volunteer workers.

4. Problems We Had To Overcome

During the process of the interviews and the experience activities, the interviewees were only a few chiefs of the tribe so the relevant information was limited and translation was also needed. We tried to record the interviews through digital camcorders and Dictaphones and asked the parents or the senior citizens in the community questions when we were organizing the data after the interviews.

5. Our Project Sound Bite

Children learned with happiness and studied with enthusiasm. The efforts of our teaching team also manifested in the eyes of others. Division of labor between teachers, general director and parents was shared by them, including discussing opinions, designing curriculum, using teaching media, getting feedbacks from students, contacting the interviewee, organizing data, and designing the web page.

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

After our research topic was chosen, instructors, community residents and college volunteer workers exhibit efficient contacts and association through communication and discussion. We shared the sacred commitment for passing on Truku hunting culture to the next generation. In this process, we merged wisdom from the sage, history scholars, school, community, and information technology, and made it possible to present our works in a refined way.

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

(1) Web phone: A tool of contacting team members and communicating with interviewees prior to the interviews. (2) Video and digital cameras: A tool for recording community visits and folklore activities (3) Dictaphones: An important tool for recording the oral narration and processing written records (4) Software: FrontPage 2003, PhotoImpact X3, AppServ V2.44a server, ACDsee image management, Midi production software, CDex music converter software, etc.

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

We are part of the Shinbaiyang Cultural Club, and vanguards of cultural heritage. We will continue doing this job. As long as community keeps interacting with school, local culture will not vanish.

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

Our interviewees had a common quality—they stick to what they want. While their wisdom cherished and explored by us, we excavated their unseen respect to the ancients, their confidence and professional attitude. The knowledge they emitted throughout their life vibrated us to walk into the palace of culture and society. The lesson we learned from them is to manage our time, and to improve our tribal language.

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

Thanks to Mr. Kuang-nan Ho, a hunter of Chienching Village. A local elderly, Mr. You-hsiang Hsu from Wenlan Village.Director Sheng-hsiung Hsu was interviewed the knowledge in the tradition of hunting is of great help to us. hanks to Mr. Kaji Cihung, a professional in local history and literature and a holder of a Master’s degree from the Department of Anthropology of Tzu Chi University.

5) Discoveries, Lessons and Surprises (Optional)

From literature review, interview with tribal hunters, visiting the history scholars to experiencing hunting culture, we had harbored deep feelings. Hunting culture is the anchor of Truku people. They desire for the basic warmth from mystique nature and learn to respect natural evolution. Our interviews with respondents were saturated with wonders and discoveries.