(1)   Human sentiments:

The team will first understand their own abilities and to respect and appreciate the cultural difference between different qualities and different age.

(2)   Integration capabilities:

To break the existing classroom learning pattern and take the students to walk about in the community.  We do not want seriousness and standards, broken knowledge and memorized memories.  What we want is a rational and emotional attitude, an integrated unity of practicality and humanity.

(3)   Democratic accomplishment:

Through interviews we raise our expressive and communication abilities, through independent thinking we cultivate students to write down interview records and upload their experience.  Through team division of labor we complete our duties, work hard to pass down cultural heritage, actively participate with social culture activities, and develop law-abiding habits by understanding intellectual property.

(4)   Local and the international awareness:

Marking culture from the perspective of educational activities, we create a local style and culturally innovative learning environment.  We share this experience with other countries by going through this thematic study and participating in this Cyberfair.

(5)   Lifelong learning:

During the continuous interview and recording we gradually understood and learned how to take the initiative in finding information, accumulate data, ask questions and solve problems through a combination of information media and language, allowing the results of the learning to gain a  preservation and continuation value.[up]

(1)   Language areas:

The team members raised their listening, speaking, reading, and writing skills when the students collected information on the internet and organized them into the mental maps of the interview outline and when participating in actual interview written documentation. Furthermore, the club gives priority to the study of Aboriginal Truku culture, the post interview food ingredients, dishes, and tribal vocabulary is organized into an online learning website.  Learning is through information network system and multi-ethnic language communication and contact, and can be said to be an active course for the language area learning ability index.  

(2)   Social fields and combined activities:

    In this Cyberfair project the students, through the internet and interviews, can simply describe the living environment from past to present and the migration of the Sinbaiyang Tribe.  Students can also describe the food ingredients’ name and location of the restaurants in Truku areas and in the vicinity near the school.  From the records of the interviewer, we better understand each village’s unique cuisine and the relationship of community interaction, and the background and causes for prosperity and decline.  While experiencing the cuisines, the students and the chef rationally communicate and understand what kind of meaning or story these flavors and foods represent, and can mutually respect and adapt to the different local dishes.  These learning process could not be experienced or participated in the classroom, thus this them research process is the best example of a course in social area learning. 

(3)   Information Education:

    Each club member has been trained in small group cooperation to find the suitable website sources, audio and video recording files of completed interviews, downloading and reading files, and transfer or establish simple a file library and manage information. Members can fully understand network use and basic internet operation (including operating the Facebook community, send and receive email, navigate browser, using ftp). In the course of the interview, members can use the software to edit Chinese transcripts, proceed with typing and editing, and can combine text, pictures, art, etc., so student and teacher can cooperate and complete web page production.   

(4)   Family education:

Students participating in Cyberfair project can get to know common traditional foods, ingredients, and make simple meals and arrange extra-curricular activities to share with others their favorite foods.  In the small group cooking process they know the importance of personal food hygiene. From the interview process with food and beverage operators, they got to know traditional Truku holiday meals and food culture.  These operators also use their knowledge of cuisine and tourism to affirm and express themselves, and to develop even more creative career development. [up]

(1)   Social networking sites:

Through the application of Facebook social networking sites and the Hualien County Education Office Chilai network teacher’s social networking site, this became the communication and knowledge management tool for teacher and student team member contact. This provides a third person encouragement and suggestion for better improvement prior to announcement on the research website.

 (2)   Camcorders and digital cameras:

It is a great tool for record the community going on.  In order to let the children make full use of digital camcorders the school applied for second-hand digital cameras from the public service platform foundation, so that each student has one and makes full use of the recordings.

 (3)   Scanners:

This can scan the students’ pictures and reference images, and is very important for the completeness of the information archive. This school has 3 A4 size scanners, 2 flat scanner, and 1 reel (suction type) scanner.  Especially concerning the reel-type scanner, students’ manuscript or drawing sketches can be copied and transferred to PDF file.  This greatly benefits subsequent data validation and first-hand information downloading.

(4)   Voice recorders:

Record the complete oral content of the interview subject and an important tool for compiling post interview written records of the visit.  

(5)   Computer Software:

Web page production software, mind mapping software, image processing software, server, music production software, music conversion software, Doz transcription software, etc.[up]