School: Tuku elementary school
    Changhua, , Taiwan

8 students, ages 11-12 worked together to complete this CyberFair project on February 23, 2021. They have participated in CyberFair in the following year(s): 2020

Classes and Teachers: Hsiu-Hua Hsieh, Li-Hua Chen, Yi-Chieh Lin

E-Mail contact:

Our School's Web Site: http://

1. Description of Our Community

The Tuku Elementary School is located in Zhutang Township in the southwest of Changhua County. This place is formed by the alluvium of Dongluo Creek and Xiluo Creek that are branched by Zhuoshui Creek. It is located in the center of Zhuoshui Creek fan-shaped plain. The origin of the name 'tuku' is that one said it was an earthen-built warehouse of the early ancestors. The other said that because of the low-lying, moist and muddy terrain, the soil was often covered with trousers when they were farming. However, the whole township is adjacent to the Zhuoshui River and all of them are flat. The Zhuoshui River brings high viscosity brown-black soil from the upper reaches. With turbid water irrigation, it is very suitable for growing rice. It has produced good quality turbid water rice that has won the national championship year after year. Residents here also often engage in artistic creation after the busy farming period, and spend their free time during the fallow period. It is a good place for the simple folk customs and a large number of artists.

2. Summary of Our Project

Although Tuku is located in the southwest of Changhua County, it is a place without pollution and bustling commercial activities caused by industrial development, but it is also the most abundant 'land of rice' in Taiwan. Through interviews and records of our little reporters, how can we use this simplicity and less interference with the environment and the foundation of art passed down from generation to generation by local elders? The development of aesthetic courses and teaching activities suitable here allows us to have a learning environment envied by celebrities, even though we are a small school with a small number of people.

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:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

4. Problems We Had To Overcome

We encountered that due to the epidemic, the start of the winter vacation was postponed, so the time for the production and discussion of the topic was also delayed, worrying that the time was too late. Later, through online discussions, this problem was overcome.

5. Our Project Sound Bite

Using the topics to introduce our hometown and know our school to people all over the world can let more people understand the beauty of our hometown, and we are a very good school.

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

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

For the hardware part, we use tablets and smartphones to take photos and records to form learning feedback. We use desktop computers to make presentations and web pages. We use wordpad ++ and sublime to render web pages. In the software part, we have used PowerPoint to handle the presentation of the presentation, and use Facebook, Gmail, and Line to conduct work discussions. What is special is that we have used wix.com to edit the initial structure of the website, and then discuss with you, which will make our overall content more focused. A. Percentage of students using the Internet at home: less than 20 B. Number of workstations with Internet access in the classroom: more than 6 C. Connection speed used in the classroom: dedicated connection D. Number of years our classroom has been connected to the Internet: more than 6

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

Through datas collection and interviews with Tuku Elementary School principals, directors, and teachers, this Tuku aesthetic maker education and teaching community, learn about our native Zhutang Village Tuku Village. It turned out that the main ancestors of the early development of this place were the Hakkas and South Fujianese.Therefore, the bamboo weaving art that can be seen at the entrance of the Tuku village, the creation of the community blue dye mother, the traditional opera and music performance at the temple entrance, etc., are all related to the life and culture of the Hakka people. Through the new look after the blending of Fujian and guest, the tuku teachers introduced the community seniors, amateur artists, foreign experts and art teams through curriculum design and teaching, and combined with the elements of modern STEAM. In addition to traditional handicrafts, art creation has more The different appearances of scientific building blocks and mine carving design, etc., led us to make a big advance on the 'Aesthetic Sense and Maker Education' of Turku. We want to use this topic to integrate and promote, in addition to letting myself know my hometown better, I also hope that more people will know this mini school in a remote town. There are many wonderful elements worth visiting.

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

We introduce to you the teachers of Turku Elementary School, so that more people will know that they have done a lot to change us and change the school.

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

None of our teachers live in Zhutang Township, so the discussion of messages through the Internet, line, and mail is a very important tool for us to complete this report.

5) Discoveries, Lessons and Surprises (Optional)

We found that in order to teach us to design and complete works, the teachers spent a lot of time preparing before each class, thank you!!