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1. Description of Our Community
After Sino-Japanese War in 1894, the Japanese colonized and actively developed Taiwan. They launched a reclamation project in Takko (now Kaohsiung) to complete their city development plan. Therefore, the land that did not exist in the past began to appear on the map of Kaohsiung, such as Hamasen area.
Hamasen is located adjacent to Kaohsiung Harbor. A railway along the harbor went through a fish market in the area to deliver fresh fish and other cargo. The Japanese called the coastal railway line Hamasen. That was how the area derived its name. Later, local residents called it 'Hamasing' in Taiwanese. Nowadays, Hamasen, considered as a historic area, has become one of the major attractions in Gushan District, Kaohsiung. However, some historic buildings and heritage are disappearing because of city development.
“Takao Renaissance Association” was founded in Hamasen in 2012. Members in the association devote themselves to communicate and coordinate with the officials. They try to create a win win situation for both the government and the public. Now it is paying close attention to the issue, “the reconstruction of Hamasen Old Street”.
2. Summary of Our Project
Ling Jhou Primary School is located in Lingya district, Kaohsiung city. It is close to Asian New Bay Area which is constructed in full swing. The area comprises of major building projects such as Convention and Exhibition Center, Music Center. It seems the city will have a prosperous future. However, the Xin Bin Old Street in Hamasen area, which is on the other side of the harbor, is facing demolition and alternation. Many residents there resist that change. Fortunately, a group of people are trying to help the residents. They thus established 'Takko Renaissance Association' in 2012 and dedicate themselves to heritage preservation in Kaohsiung.
We have a chance to contact the association. Through its members' explanation, we understood the residents' helpless situations and their panic because of receiving a three-month move-out notice from the government. Therefore, we want to follow the association members' determination, 'No demolition. No move. Guard Hamasen.' We also hope that we can do meaningful things for 'Takao Renaissance Association'. We think that we can put their stories on the website so that more people can join them.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:21-50%
B. Number of workstations with Internet access in the classroom:1
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 used computers on an optical fiber network, which were connected to Taiwan Academic Network through a T1 line at school.
4. Problems We Had To Overcome
1. Tight Schedule: As every team member’s free time differs, we reached an agreement of meeting on Wednesday afternoons. Even at a later phase, in order to work as a team and complete the project on time, we spent weekends working. Sometimes, we gave up our after-school classes and then made up the missed lessons afterward. We were all tried but worked hard.
2. Contact Difficulties: We owed thanks to Xie Yi Lin and Mr. Guo. With their good personal connection to contact residents in Hamasen and cultural workers. They agreed to accept our interview. On our own, it would be very difficult to do it.
3. Computer Skills: At first, it was difficult for us to collect and integrate information, and to make webpages because everyone’s spare time and computer abilities are different. It was hard for us during the learning period, but after our continuous discussion and modification, we finally made our web pages.
4. Fears: The people we are going to interview are busy. In order to make efficient interviews and show our interview skills, we imagined all kinds of unexpected situations and contingency. Then, we practiced several times to decrease our fears.
5. Questionnaires: It needs courage to ask strangers to fill out questionnaires. At first, we were shy and hesitant to speak to strangers. Sometimes, we were rejected and we felt hurt. But after frustrating attempts, we finally learned how to successfully ask people.
6. English Translation: We want to participate in the 2014 international contest, but translating our web pages into English is very difficult for us. We therefore spent an enormous amount of time on looking up dictionaries, writing sentences, and learning grammar. We also asked our English teacher’s help to correct our writing.
5. Our Project Sound Bite
Through the study of the project, we learned how to act as competent community ambassadors to promote the interests of our community, and we invoked people to know the stories of Hamasen. We got support and encouragement from our school students, teachers, parents, and the community. They expect us to spread the spirit of preserving the history and we all learned the importance and the value of cultural assets. As we used the web to introduce “Takao Renaissance Association,” and spread stories of Hamasen, we thought that we made more people notice Xin Bin development projects.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
Language and Arts:
After each event and interview, we wrote down our work content and reflections, sorted study information, practiced interview skills and distributed questionnaires. Thus, our planning, conceiving, expressing, reading and writing abilities were enhanced.
Mathematics:
We calculated the necessary cost for the implementation of the study. We planned events under the circumstance of limited money. We analyzed questionnaires, gathered statistics, and presented the results by charts.
Integrative Activity:
We obtained social resources, visited and interviewed people with proper manners, and built up the abilityof integration. Science and Technology Through Internet searching, using digital cameras and making the post-production, using a computer mind map, and creating our team blog and web pages, we explored related issues and presented our study results. We also cultivated the ability to use technology and information in our daily life.
Social Studies:
Through the study, we learned cooperation and coordination. We also recorded the stories of Hamasen. We appreciate and care about everything, and would like to further our appreciation and put our knowledge to work.
Arts and Humanities:
We tried to use various materials for completing the yurts. We designed team logos, pins, e-books, cards, and gift packaging. Our rich imagination was triggered. We enjoyed the pleasure of creation.
Health and Physical Education:
We are able to use our physical strengths to make field investigation and engage in proper exercises. We also develop a healthy attitude towards our life.
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