This was the first time that the Cyberfair project team from Kuljaljau Elementary School participated in this study. The coach team from the Department of Management Information Systems, National Pingtung University , assisted in developing objectives and conceptual model of project implementation based on their experience of guiding the Laiyi Elementary School last year. The primary goal of this project was for the participating children to understand the tribal five-year fiesta, to gather relevant information on-site, and to organize the data into a format adequate for display on a webpage. The role of the volunteer teachers in this activity was to assist solving technical problems that the students encountered when using computers. Through a variety of activities such as Finding Old Times , Five Years Glory and Little Reporters from this project as well as the native and history courses offered at the School, this project and its educational themes reached and consolidated the community, the Tribe, and the School curricula.

1.Language Ability：
　The on-site interviews with local elders, field visits of tribal ceremonies, and weekly reports of lessons learned provided us with an opportunity to use the native tongue to describe objects and to raise questions during interviews. Through the preparation of weekly reports, we learned to present our knowledge in words and to apply in the native language courses at School that taught the children the skills of incorporating native language listening, speaking, and writing in daily life.

2. Social Learning：
　Through the activity Little Reporters from this project, the students interviewed tribal elders and learned the distinctive culture of five-year fiesta, thus made close contacts with the local society and community.

3.Nature and Life Science Technology：
　Through the activity Finding Old Times , the students discovered various trees of unique shapes and birds and animals jumping up and down in the bushes when they visited the walking trails first built during Japanese occupation. Among them, the mahogany is especially precious. The geographical distribution surrounding the Tribe is mainly the mountainous landscapes, ErFengZun( 二峰圳 ), old trails, and etc. The students used the computers and the photo impact program to develop animation for these geographical features and learned to collect information. After this process, computers are more than just a game to the students; they are now a tool of learning and applications.

4. Arts and Humanities：
　Through taking films and photographs on the spot, students designed and painted pictures to express the representative symbols of aborigines.

5.Health and Athletics：
　No longer limited in classrooms, the students had the opportunities to go outdoors where they could reach by foot and bicycle or by car driven by teachers if the destination was some place afar. These activities allowed the students to develop both their physical and psychological strengths.

6. Ten Basic Abilities：
　This project, in combination with the School curricula, proceeded in a mode where the students learned and gained knowledge in a less formal environment and with a relaxed attitude. Imperceptibly, the students developed the abilities of their own in, for examples, providing information and offering creative ideas of building the website to enrich the contents of the site.

Technology Used	Content of Usage
DC, DV, Image Card	Filed visits and interviews; photograph-taking during the class; video-recording; transfer of interviews from videotapes into WMV format.
Internet Network	Data collection; communication by e-mail and instant messenger; contacts among volunteer teachers, School teachers, and students for information exchange.
Scanner	Scanning of the completed learning lists and pictures into electronic files for uploading to Wretch for open reviews.
Printer, Copier	Printing of learning lists and project summaries
Telephone	Contacts among volunteer teachers, School teachers, and interviewees.
MP3 Flash Disc	Data storage; recording
Computer Software	FrontPage, Dreamweaver, PhotoImpact, Ulead GIF, and Animator 5.

　During the course of this project, our teacher Su-Chu Chou coordinated and translated our communications with the local elder Vuvu. Teacher Chou's assistance allowed us to successfully collect a great deal of precious, historical documents and information regarding the five-year fiesta from interviews. We also owe our thanks to the elder Cho Bai-Yi (Camak Parigure), who introduced the key locations for running important activities of the five-year fiesta to us under burning sun, and the priest Wang-Shi Song Hong (Ljaelep Pasasauv), who performed and demonstrated the ceremonies of the five-year fiesta to us. These first-hand experiences about the five-year fiesta granted an opportunity for our students to gain a better understanding of the fiesta.

1. Ineffective computer education：
　The session for the students to learn the use of computers each week was only two hours. This is hardly enough, because the teaching process often proceeded at a slow pace to ensure that all students in the class understood the contents. Each exercise taught in using the computer was followed by demonstration and then waiting for the students to complete the task before the class might move on to the next exercise. This was a necessary practice, but it slowed down the learning process. As a result the progression of the course was less than anticipated.

2. Frequent School activities：
　Due to frequent administrative meetings and other activities at School, the time available for student counseling was reduced, sometimes to less than one hour. We were always on a very tight schedule.

3. Understanding the Tribe：
　Through this project, the students learned and understood the culture of the five-year fiesta from their Tribe.

4. Sharing the resources：
　This project presented the geographical position of the Kuljaljau Village , the five-year fiesta, and etc on a website so to allow free Internet access of information by those who were interested to learn more of Kuljaljau from all over the world. This puts our Kuljaljau Village on the map and makes it visible to the world!

(6) Intellectual Property Rights：

　Something To Say was an original creation by the students; Finding Old Times and Five Year Glory were compilations digested and organized from various references and literature (please refer to the cited references for details.) Some information was obtained from field interviews and recording (video-taping) and presented after translation and editing. When articles from other sources were quoted, the sources of quotation were recognized. If the information was edited and organized by a third party, the process was also duly noted. We tried our best, but we know that might not be enough. Please let us know if there were any discrepancies in our descriptions; we appreciate your supports and advices.

1. We discovered from this research project that there were plenty of historical data concerning the five-year fiesta that had been preserved as written documents. With the opportunity presented by this project, the data were recorded electronically, and this precious cultural heritage could now be preserved permanently.

2. This project proceeded in a way by which the students learned the various aspects of Kuljaljau culture in a less formal environment and with a relaxed attitude. Imperceptibly, they developed the abilities of their own to provide information and creative ideas during the construction of the websites and to amplify the contents of the site.

3. Perhaps this example can elaborate how this project has connected our children to their cultural heritage： when the students were led on their way to the location of the fiesta, they were told to watch their steps as the stairs were steep and dangerous; their answer was “Aborigines do not fear for dangers!”