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1. Description of Our Community
There are 14 mountainous tribes in Taiwan. In the history, Truku is a migrating tribe, and lived in remote mountains. The Truku tribes are mostly distributed in Shioulin Township and Wanrong Township of Hualien County, Lishan Village of Chosi Township, as well as Chingfeng Village, Nanhua Village, and Fuhsing Village of Ji-an Township. Shioulin Township and Wanrong Township of Hualien County are two areas with the most population of Truku tribes. However, the region covers a large mountainous area, and the tribes are scattered., thus, there are very explorations of the tribes. Moreover, they live independently without much interaction with other tribes; hence, there are limited literature and records. Considering their rich and unique culture, it is an interesting topic to be explored. This project interviews the cultural and historical workers of Shioulin Township, and shares the knowledge about facial tattoos of Truku tribes.
2. Summary of Our Project
For mountainous tribes of Taiwan, facial tattoos are symbols for the tribe, status, and honor. After the Japanese occupation and due to the social transitions, there are very few tribesmen with facial tattoos. The elders with facial tattoos have gradually passed away. This project is to present the art of facial tattoo in the Truku tribes. Through heritage, respect, education, and reflection, we hope that more people could learn about the meaning of facial tattoos.
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 students exhibit efficient contacts and association through communication and discussion. We shared the sacred commitment for passing on Truku Tattoo 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.
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