CyberFair Project ID: 8366

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International Schools CyberFair Project Narrative
Title: Overseas Chinese from Myanmar in Taiwan
Category: 2. Community Groups and Special Populations

School: Chu-Lin Private High School
    New Taipei , , Taiwan

10 students, ages from 16 to 17 ages worked together to complete this CyberFair project on February 6, 2018. They have participated in CyberFair in the following year(s): 2018

Classes and Teachers: Chin-hsia Chen

E-Mail contact:

Our School's Web Site: http://

Project Overview

1. Description of Our Community

Over the past decades, overseas Chinese from Myanmar have come to inhabit Zhonghe Dist. one after another because of its low commodity prices. Coincidentally, our school, Chulin Private High School was set up in Huaxin St., Zhonghe Dist., New Taipei City, Taiwan about 50 years ago. Since most of the immigrants live in the vicinity of Huaxin Street, they become the neighbors for Chulin High School. Therefore, students from our school are impressed with Southeast Asian culture, especially the Burmese one, such as Singongkran Festival and their exotic cuisine sold in Huaxin Street, also called Myanmar Street. As a matter of fact, our daily life is closed related to the immigrants'.

2. Summary of Our Project

Huaxin Street in Zhonghe, New Taipei City, is also called “Myanmar Street”. That's because it is mainly inhabited by overseas Chinese from Myanmar. Though they are not native to Taiwan, they adapt themselves to local life here and in the meantime, they preserve their original culture. In fact, most of them make a living by selling traditional Burmese cuisine and daily necessities. With time passing by, Myanmar Street has become a popular tourist spot that possesses its cultural characteristics. Interested in how these overseas Chinese live in harmony with the Taiwanese, we've aimed to explore their everyday life, take a closer look at the conflicts and reconciliations they have experienced, and share our findings with the whole world.

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:2-3

C. Connection speed used in the classroom:dial-up modem

D. Number of years our classroom has been connected to the Internet:1

4. Problems We Had To Overcome

Since my students decided to enter this global fair, they have shown great enthusiasm even they encounter lots of obstacles to overcome and problems to solve. For example, it's rather a challenge for these normal students to build a website for the first time. However, they never get frustrated. Instead, they ask teachers for advice; they surf the Net for information. They try every possible means to make it.

5. Our Project Sound Bite

It's a fabulous chance to broaden our horizons and connect ourselves with the community and the whole world.

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

As for my students taking part in this cyberfair project, they have taken on lots of challenges since this is the first time they get involved. With a view to deciding on the topic, they volunteered to stay after school for many times last year to reach a consensus. Once the topic was settled, they designed a questionnaire, did a survey in the community and collected data to support their topic. They interviewed the residents or the shopkeepers in the community and recorded their life. Later on, they committed what they got to papers in English, which is rather a tough task for them because they are not native speakers of English. Their research has led them to get a better understanding of the community where our school is located. Also, they learned to set up a website on their own. In a word, my kids have learned much more than what is taught in class.

Project Elements

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

In the process of completing this project, my students have to keep in touch with one another whether via the Internet or by phone. In order to collect data, they have to do oral interviews and tape the conversation. Moreover, for the purpose of getting their ideas posted on the website more complete, they make good use of the journals in the library.

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

They share their ideas with those who don't take part in the project at school in person and with people who get online to review this website all over the world.

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

My students have studied here for nearly 5 years. However, before they decided to get involved in this project, they were not that familiar with this community. Therefore, after they interviewed the inhabitants here, they couldn't help but share with me their abundant harvest and findings. They got a thorough understanding of their origins, their ways of making a living, their cuisine, etc. On the other hand, the bond between the community and the school is getting stronger as well.

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

The shopkeepers in the community absolutely gave us a hand. They never said no to the students' interviews, which enabled the data to be collected swimmingly. Besides, they offered lots of delicacies, allowing the kids to experience their food culture.


View our CyberFair Project (Project ID: 8366)

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