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.