Join the Philippine Schools Cyberfair 2010: Believe & Unite!

2009-09-08T00:15:00.000-07:00

After taking a break in 2008, I have decided to resume with the Philippines Schools CyberFair advocacy with the 2010 theme "Believe and Unite!".
Youth are challenged to publish original research projects that focus on how the positive beliefs, behaviors and contributions of their local citizens can improve, preserve and unite their community.

Registration of schools wanting to join will start soon. Join our mailing list to be kept posted on the developments.

Interested elementary and high school educators and students wanting to learn more about this annual competition are encouraged to join our free webinar briefing this September 17 from 4 pm to 5 pm.

To participate in this webinar, please note the following:

You need to register in order to receive a unique link for the free webinar.
Please logon 10 minutes prior to the actual schedule.
You will need a headset to listen to the presentation and discussion.
To participate in the discussion, you can also use your microphone or type in your questions.

Preparing for the Philippine Schools Cyberfair 2010

2009-07-02T22:43:00.000-07:00

For now, let me just give a quick note that we are once again doing the Philippine Schools Cyberfair 2010 project. We took a pause in 2009 to reflect on what we have done to date in this area.

However, thanks to all past participants who kept in touch, I realized that this is indeed an advocacy that DigitalFilipino must continue and sustain in the years to come.

So to all schools who have regularly participated in the past, it is time once again to start thinking about your entries.

As soon as I got the logo and theme, we will announce it here soon.

Join the Philippine Schools Cyberfair mailing list and be kept posted on announcements. Cheers!

Join the International Schools Cyberfair: Teach & Unite

2008-11-25T03:24:00.000-08:00

Hello everyone. I've been running the Philippine Schools Cyberfair Competition since its inception. Admittedly, it has been both joyful and tough due to limited support we get in number of entries and sponsors each year.

For this year, we won't have an exclusive Philippine Schools Cyberfair 2009. Instead, I am encouraging all Philippine elementary and high school educational institutions to join the International School Cyberfair Competition. Prizes will still be given to Philippines-based schools that will get recognition at the international level.

Platinum - US$200 (local currency conversion)
Gold - US$150 (local currency conversion)
Silver - US$100 (local currency conversion)
Honorable Mention - US$50 (local currency conversion)

(The proper registered contact shall be confirmed with the International Schools Cyberfair and will send the prize.)

The theme for CyberFair 2009 is "Teach and Unite!" In partnership with the World Future Society, students are encouraged to prepare for the future - by thinking about the possible future, the probable future, the preferable future and the preventable future. Projects that best illustrate "future thinking" are invited to the World Future Society international conference in Chicago, Illinois, July 2009.

Register your school today and start working on your entry. Deadline for registration is on February 28, 2009.

Winners: Philippine Schools Cyberfair 2008: Learn and Unite!

2008-04-16T04:54:00.000-07:00

Congratulations to the winners of the Philippine Schools Cyberfair 2008: Empower and Unite!

I am happy to say that the quality of entries have been improving year after year that makes us very proud. I will be posting a lessons learned article afterwards for new entries to use it as a guide.

Close to 300 students participated in this year's Cyberfair and your accomplishment contributes in spreading the growth of Internet content in the country.

Here are your winners!

1. Local Leaders

Winner: Henry Medina: A Cornerstore of Service, St. Joseph's Academy
Honorable Mention

2. Community Groups and Special Populations

Winner: DLSAU We Answer the Call 2008, De La Salle Araneta University

3. Businesses and Organizations

Winner: The Voice of the Youth, Claret School of Quezon City
1st Runner-up: Crystal Ice Cream - Las Piñeros All Time Favorite, St. Joseph's Academy
Honorable Mention: BridgeIT, STI Academy (Las Pinas)

4. Local Specialties, Sports and Health (programs)

Winner: Las Piñeros’ Crusade Against Measles, St. Joseph's Academy
1st runner-up: A New Age of Herbal Medicine, Iligan City National High School
Honorable Mention:Explore the Magic of Coconuts, MSC High School

5. Local Attractions (Natural and Man Made)

Winner: Philam Park, STI Academy (Las Pinas)
1st runner-up: Dipolog City: Jewel of Zamboanga Peninsula, Zamboanga Del Norte National High School
2nd runner-up: San Pablo City - Seven Lakes, MSC High School

6. Historical Landmarks

Winner: Genesis of Independence, Claret School of Quezon City (Elementary)
Honorable Mention:

Las Piñas: Our Own Treasure, St. Joseph's Academy

Rock Force 2, Claret School of Quezon City (High School)

7. Environmental Awareness and Issues

Winner: Cavite's Fight Against Red Tide, St. Joseph's Academy
1st runner-up: E-Junk: Reduce, Reuse, Recycle, Colegio San Agustin – Biñan, Laguna
2nd runner-up: Interrelatedness, MSC High School
Honorable mention: Candaba - A Birds Paradise, Claret School of Quezon City

8. Local Culture, Music and Art Forms

Winner: Joseph and the Technicolor Dreamcoat, Claret School of Quezon City
1st runner-up: Kinaray Artz, Antique National School

All winners are requested to get in touch with me through e-mail at digitalfilipino (at) gmail (dot) com and give me your address. Will have the prizes be sent to you this May.

Teachers and students who have time are also encourage to register and attend the free event "iBlog4: The 4th Philippine Blogging Summit" this April 26 and will also be able to give the prizes there.

You can help in supporting the Philippine Schools Cyberfair advocacy by buying the "Making the Internet Useful for Children E-Book: A Philippine Schools Cyberfair Fundraiser" for only US$10.00.

For the growth of Internet use in the Philippines!

To be posted shortly

2008-04-16T01:28:00.000-07:00

Hello everyone. The winners announcement for the Philippine Schools Cyberfair 2008 shall be posted in a few hours. Our apologies for the delay. Thank you for your patience.

April 10: Winners Announcement

2008-03-24T21:34:00.000-07:00

As not all schools were able to complete their entries on time and to still give them the chance to join, the peer review process is canceled.

We will proceed with the final judging soon and announce the winners on April 10, following the timeline that we posted at the start of the competition.

Peer Review Assignments

2008-03-10T21:01:00.000-07:00

Hello everyone. I am expecting all entries to be in today as few schools had glitches with their webhost. We'll be sending out the peer review assignments tonight to be completed in a week.

Thank you!

March 7: Cyberfair Philippines Entry Website Submission Deadline

2008-02-16T21:03:00.000-08:00

Thank you very much to all schools who registered to the Philippine Schools Cyberfair 2008. I just like to remind you that the deadline for the completion of your website entry is this March 7.

For project to be considered as complete, make sure that your project entry will contain links to your:

On March 8, I will send you a peer review invite using Google Docs where you can input your scores on the entry that you shall be assigned to look at and record your scores.

Thank you again for supporting this annual competition!

P.S. If your school wants to join and can meet our March 7 deadline, then register today.

Introduction

2007-10-08T10:35:00.000-07:00

Engage your students in performance-based collaborative, project-design competition this school year 2007-2008!

* Support standards-based, authentic learning
* Connect students to their local communities
* Increase global awareness
* Increase real-world, transferable skills
* Involve students in the assessment
* Teach students 21st century learning skills (research, project management, content creation, publishing, digital media)

DigitalFilipino.com is launching the 7th Philippines School CyberFair Project with the theme, "Learn and Unite". Students are encouraged to prepare for the future - by thinking about the possible future, the probable future, the preferable future and the preventable future.

This CyberFair competition/exhibition requires participants to complete three tasks - publish, reflect, evaluate. Student-produced projects will spotlight people, places, businesses and other things in their local community.

CyberFair is an opportunity to engage businesses, schools, and other youth organizations in educational activities that contribute to heightened mutual awareness and understanding of their community history, leaders, issues and needs. Students are encouraged to think about their own future plans, the conditions that will affect the future of their community, and issues of global importance.

All Philippine entries are encouraged to join the International School CyberFair. On its 14th year, it has been described as the largest educational event of its kind ever held on the Internet. This program has brought together more than one million students from over 109 countries.

It is also an authentic learning program used by schools and youth organizations around the world. Youth conduct research and publish their findings on the Web. Recognition is given to the best projects in each of eight categories: local leaders, businesses, community organizations, historical landmarks, environment, music, art, and local specialties. This program encourages youth to become community ambassadors by working collaboratively and using technology to share what they have learned. Students evaluate each other's projects by using a unique online evaluation tool.

CyberFair encourages youth to connect the knowledge they learn in school to real world applications. It also supports current education subjects such as Filipino, English, Computer, Social Studies, Science, Music, Practical Arts, Character Education, among others.

This year, schools can submit multiple entries. However, it should only be limited to one entry, per category, per division (elementary / high school). All entries must be written and presented in English.

Filipino is also encouraged and there's a special recognition as well for the best Filipino entry.

Now on its 7th year, DigitalFilipino.com is continuing the local CyberFair counterpart to promote literacy and meet the challenges of the digital divide. DigitalFilipino.com is an e-commerce research site founded by Philippine Schools Cyberfair Ambassador Janette Toral.

Prizes this year includes:

Trophy for the school
Medal for students
Special prizes for the team's teacher/coach

Interested teachers can register by sending an email to digitalfilipino (at) gmail.com with the following information:

Your name: ______________________________________
Your email address: _____________________________
Your job title:__________________________________
Your school name: _______________________________
Type of school (public or private): _____________
Telephone number:________________________________
Fax number: _____________________________________
Your school address (complete with zip code): _______________________________________
Cyberfair category you are joining:_______________________
Division (elementary or high school):______________________

Category 8: Local Music and Art Forms

2007-10-07T16:19:00.000-07:00

A: Task:

Design a Web site that showcases local music and musicians or art forms that are important elements of the community experience (dance, festivals, ceremonies, parades, sculpture, painting, crafts).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell about an inspirational program in your community that preserves local culture, art or music. Or, create your own inspirational work of art or music that depicts the future - and then create an educational website that tells the story.

B: Content Standards:

Students should be able to communicate at a basic level in the four arts disciplines—dance, music, theatre, and the visual arts. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline.
Students should be able to communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency.
Students should be able to develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines.
Students should have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and a basic understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures.
Students should be able to relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching competencies and understandings in art-making, history and culture, and analysis in any arts-related project.

B: Learning Objectives:

Students will understand how music and other art forms play an important part in creating community.
Students will list local music and art forms, musicians and artists and explain they're significance to the community.
Students will take an active role in documenting and preserving their local culture.
Students will better understand their community's history by tracing a timeline of it's cultural heritage.

C: Discussion Questions:

What are the origins of local musical traditions?
Is the music or art form from your community part of a rural or urban tradition?
How is local music part of the community experience: festivals, history, holidays, religion, family, education, story-telling, and politics?
Does each member of your community participate in its music and art, or are performances solely for individuals or groups?
What local music or art forms have garnered attention outside your community?
Does the music of your community use language or colloquialisms that are particular to your area?
Can the local music you've identified stand alone or is it part of a celebration, dance, or ceremony?
Is your community actively preserving their music and culture?

D: Suggested Starter Activities:

Music and culture are indispensable parts of the community experience. Each community maintains its own songs, instruments, dances, art forms and styles of expression. It is a major part of who we are. It reminds us of where we're from and where we're going. By learning what role both music and culture play in their communities, students better understand their diverse environments. Students also gain insights into their cultural history as well as take an active role in the cultural documenting of their communities.

List and classify the different types of music or art forms in your community.

Attend local cultural performances. Listen and watch for qualities which make that cultural event particular to your community.

Name and identify the different types of instruments and tools used by artists in your community and determine if they're a product of a local tradition. Demonstrate how these instruments or tools are used. Discuss how these instruments are made and what resources and materials were used in their creation. Do they require specialized knowledge? Can anyone participate or is performance limited to those who have had specific training?

Compare the different types of music in your community and determine if there are any recurrent themes in the music you're identifying (history, myths, culture, social or political struggle).

Look for similarities and differences between the music of your community and popular music played at a national level. Decide which music speaks more closely to your everyday experiences, and why.

Analyze and interpret musical factors that have helped shape your community.

Create a catalog of community culture which includes recordings, photographs, reviews and interviews.

Create a dictionary of terms which define expressions, instruments and styles that are particular to your community.

Interview local artists and musicians. Learn how long they've been involved in music, dance or art and what were the factors which lead them in that direction. This would also be a good opportunity to identify the influences of each individual artist. Who were their teachers? Whose styles helped shape their own?

To better understand the extent of music's role in the identity of your community, create a calendar of local holidays, festivals and celebrations and then list the types of music and songs which are part of each activity.

Musical styles are rarely created in a vacuum. Most music is a combination of a number of different sources. Trace the history and create a timeline of local musical traditions to identify the diverse influences that have helped shape the music that is performed in your community today.

Determine how music and art both create and involve the community.

E: Examples of Projects

Handcrafting of Andijan
Specialized Boarding School # 43
Andijan, Bulakbashi, Uzbekistan
Hengchun Folk Song
Hengchun Primary School
Pingtung County, Taiwan

Category 7: Environmental Awareness Issues

2007-10-07T16:07:00.000-07:00

A: Task:

Design a web site that exposes local environmental concerns or that highlights special efforts to promote a sense of awareness and action (i.e. disaster preparedness, floods, earthquakes, hurricanes, beach erosion, solid waste management, water, air, and noise pollution).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about people or programs in your community that make plans which protect the future of the environment -- or help citizens prepare for natural disasters such as floods, fires, or earthquakes.

B: Learning Objectives:

Students will understand that nothing in nature lives alone; all living things are influenced by their environment and each organism in turn influences its environment.
Students will examine their connection to the ecosystem by looking at the influence of the environment on their lives and the impact their behaviors have on the environment.
Students will better understand the world around them and take individual action for positive change.

C: Discussion Questions:

What are the demands being placed on the finite resources of your community?
How can changes in students everyday behavior have an impact in creating deterioration or harmony?
How can students think globally by acting locally?
What does having respect for yourself and a feeling of self-worth have to do with caring about your world?
What is the topography of your community like?
How is trash handled?
What can be done about using potentially hazardous household products?
Do you know where your wastewater goes after you take a bath, use the washing machine, or flush the toilet?
What are the 12 most common trash items found on beaches?

D: Suggested Starter Activities:

Give a brief geological history of your area.

Develop knowledge of your community by describing its bioclimatic areas (rainfall and temperature).

Describe the geographical demarcations (latitude and longitude) of the largest town or city in your community.

List the various programs at your school and community that deal with the environment. Explain the background of these programs.

Explain how people in your community have changed in regard to environmental awareness. Find an older person who has lived in your area prior to 1960 and develop a "The Way Things Used to Be" experience sheet.

Investigate how waste produced in our homes and schools--trash, hazardous materials, sewage, urban run-off and litter--impacts local habitats.

Check with your community and/or city council to find out what development plans are being made and how they will affect the environment.

Elected officials at all levels make decisions that impact the environment. Call or write them to find out what they are doing to preserve and protect the environment.

If possible, arrange for the class to visit the nearest landfill. Call the site in advance to request an official guide. If this is not possible, arrange for an official to visit the class to present key information about modern landfills.

Brainstorm with the class a list of questions related to the effects of poor trash disposal on the health and life spans of people during specific periods and in specific geographical locations, such as the Middle Ages in Europe.

After viewing some examples of common household hazardous products and discussing how easy it is for people to ignore their potential danger, challenge the students to accurately and vividly present (in the artistic form of their choice) guidelines for buying, using, storing and disposing of hazardous materials. (The students can form pairs or threesomes and plan and create their message, presenting it to other classes.)

Develop a questionnaire/survey to determine the most conscientious recycling business in your community. Decide on an appropriate award or presentation for that company or business.

E: Examples of Projects

A Symphony of Water and Green
Dong Guang Elementary School
Kaohsiung City, Taiwan
Operation Greenhouse Effect
Taipei Municipal Bin Jiang Elementary School
Taipei, Taiwan

Category 6: Historical Landmarks

2007-10-07T15:20:00.000-07:00

A: Task:

Design a website that documents and showcases historical landmarks (i.e. Missions, battle fields, architecture, street names).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about how people or programs throughout your community's history -- past and present -- have prepared for the future.

B: Learning Objectives:

Students' views of the world community will be broadened through familiarity with the local community by an understanding of the concepts of continuity and change.
Students will be able to relate the special historical landmarks that distinguish their community from other communities.

C: Discussion Questions:

Is there a mission or other historical site in your community?
Are there any well-known architects or famous buildings around?
How were the streets in your community named?
Are there any places especially interesting to students?

D: Suggested Starter Activities:

Investigate the special geographical features that are land marks in your community. Describe how these features have impacted your area.

Compare the historical landmarks in your community to those in a neighboring community.

Students, individually or in small groups, choose a landmark to represent in an artistic manner: collage, drawing, mural etc. an d present their creation to an appropriate representative of that museum, mission, or historical site.

If there is an historical society in your community, invite a member to visit the classroom. Prepare interview questions.

Determine which historical landmarks students are familiar with in their community, which ones they have personally visited, which ones they would like to visit and why.

Distribute promotional brochures which students have obtained from various historical landmarks. Have students select the most effective ones and explain why those were chosen.

Create their own archives of the community which can be updated by ensuing classes.

Large maps of the area around the school and scale models of the community can provide spatial perspective of historical landmarks. Topographical maps can also be built in.

Working in small groups students can tape oral history interviews, write up the information, collect artifacts and present their projects to the school library, local library or museum.

E: Examples of Projects

Trails of History
Gimnazjum no 3
Bedzin, Poland
The Deng Yun Academy
Wen Chang Primary School
Chai-yi County, Taiwan

Category 5: Local Attractions (Natural and Man Made)

2007-10-07T15:00:00.000-07:00

A: Task:

Design a web site that showcases local natural and man-made attractions (i.e. rivers, oceans, mountains, museums, zoos, parks, camp grounds).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? What plans are there to protect and preserve the rivers, oceans, mountains, camp grounds, parks, zoos and museums?

B: Learning Objectives:

Students will develop geographic literacy through an awareness of place...the dominant natural and man-made landscape features of their communities. (Natural physical characteristics include land forms, water bodies, soils, natural vegetation and animal life.)
Students will understand human events by first understanding the characteristics of the places in which these events occurred.
Students will be able to identify local natural and man-made attractions and explain their origin and importance.

C: Discussion Questions:

What physical features such as rivers, water, valleys or hills form a natural border or boundary for your community?
What physical characteristics and natural resources have attracted people to your community?
What are the man-made attractions in your area?
How many people visit your area?
Who are they and where do they come from? How long do they stay?
What kind of impact do they have on your community?
How are they spending their money?
Do the visitors add money to the local economy or does it cost more than they spend to accommodate them?
Is your local community dependent upon these visitors?
What would happen if they stopped coming?

D: Suggested Starter Activities:

List and classify reasons why people students know have chosen to move to your community. Students can find newspaper articles and/or advertisement which represent the different attractions of the area.

Help students to classify responses into major categories. Possible categories are: climate, employment, educational opportunities, entertainment.

Distribute magazines and newspapers. Have the students work in small groups to scan the materials for articles, pictures and ads which relate to each of the categories identified.

Investigate the different attractions tourists visit, such as zoos and museums.

Students can develop a travel guide describing the various attractions that would interest a tourist to the community.

E: Examples of Projects

Nourish Touke, Grace Dakeng
Yu-Jen Catholic Elementary School
Taichung, Taiwan
Wondrous Wyandotte Caves
Cannelton Elementary School
Cannelton, Indiana, United States

Category 4: Local Specialties, Sports, and Health

2007-10-07T04:32:00.000-07:00

A: Task:

Design a website that showcases local specialties and unique items or things produced, grown, or raised in your community (i.e. crafts, foods, produce, flowers, animals).

or

Design a website that showcases local or unique sports, games or health programs. (i.e. surfing, skiing, kite flying, rock climbing, jump rope jingles, sporting events).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about how future conditions might affect your community's local specialties, sports or health programs and why that is important.

B: Learning Objectives:

Students will develop cultural literacy by understanding and appreciating the specialties and unique items of their local communities.
Students will list local specialties and unique items and explain why they are unique or special.

C: Discussion Questions:

What are the reasons people have chosen for living in your community?
What local specialties are advertised in the newspaper, on TV, on the radio? Nationally? Internationally?
What is important about these major categories: climate, employment, educational opportunities, family-friends, entertainment?
Are your family's reasons for living in this area the same as for other families?

D: Suggested Starter Activities:

Collect articles and pictures which describe unique items or things (crafts, produce, flowers, animals) in their community.

Research some reasons people have moved to your community. Evaluate the role local specialties have played in their decision to live in your area.

Checking with the local food stores and supermarkets can serve as a source of information about local flowers and produce. Students may note which produce is grown locally and chart where this produce ends up.

Display locally grown items on a bulletin board. Classify into sub-groups, such as citrus fruits, leafy vegetables, legumes, etc.

After interviewing local farmers students will have information that will help them understand the difficulties and problems farmers face these days.

In conjunction with an investigation of local specialties, students can chart on a map the origins of the fruits and vegetables they eat, investigate the sources of food and clothing in times past, explore the trade restrictions that countries impose on one another.

Investigate how local producers advertise their specialties. Interview a public relations person to learn how local business people can use their services.

Local specialties may include art, clothing, sports equipment, etc. Investigate how a particular specialty got started.

E: Examples of Projects

Wonderful! Pineapple Pastries Being Gold Bricks
Taipei Municipal Guangfu Elementary School
Taipei, Taiwan
The Miracle Fish Taiwan Tilapia
Yizhu Elementary School
Chiayi County, Tawian

Category 3: Business and Community Organizations

2007-10-07T04:21:00.000-07:00

A: Task:

Design a website that showcases local businesses or organizations (i.e. chamber of commerce, city hall, hospitals, banks, libraries, boys & girls clubs, civic clubs, stores and shops).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about the special populations in your community and describe the things those populations are doing to plan or prepare for the future.

B: Learning Objectives:

Students will demonstrate the interdependence which exists within their community, learning about the networks that connect goods, people ideas and information.
Students will identify local businesses and organizations and describe the contributions those organizations make to the their community.
Students will begin to think about their own career path.

C: Discussion Questions:

How do people get jobs or decide on careers?
How early should a student start thinking about making money and being a part of a community?
What jobs and careers are available in your community?
What opportunities are there to prepare you for these positions?
Are there local schools and colleges to help prepare you to enter the work force or will you have to leave the community to get the preparation you will need?
What can be learned from reading the classified "Want Ads" in the local newspapers?
Why should a student consider doing volunteer work? (for example, at local hospital?)

Suggested Starter Activities:

To acquire basic knowledge of the economic interdependence between businesses, community organizations and the residents of a community, students can start by learning the difference between things they need and things they want. Have the students distinguish the difference.

Search through various ads for items we could use in our daily lives and categorize them as "Needs" and "Wants."

Divide a large sheet of chart paper or butcher paper into two sections with headings: "Needs-necessary for everyday life" and "Wants-extras." Have the class discuss items before taping or gluing them in the appropriate section on the paper.

Determine which businesses and community organizations provide the wants and needs in your area.

Research which type of businesses or organizations are thriving, such as the service sector, and which appear to be on a decline. Describe how this information will affect how people get jobs and decide on careers.

Interview an officer in a local business organization. Report back on what jobs and careers are available along with opportunities for job preparation.

Make contact with officials at local colleges and universities. Find out what is happening in the work force and how that affects their curriculum.

Use Want Ads from various sources. Classify the different jobs into various categories, such as Service, Manufacturing, Sales, etc. Make some general conclusions based on this information.

Illustrate the basic components of a graph on the board or overhead labeling the x and y axis. A simple graph might be the number of students present each day of the week. The y axis would identify the number of students, the y axis would identity the days of the week. Using Help Wanted columns, have students choose at least five job titles and write them on the x (horizontal) axis on the worksheet (one job title corresponding with one letter). Then have students count the number of ads for each job title and plot this information using the y (vertical) axis.

Extend the assignment by having students graph the number of Help Wanted ads in the paper for a five-day period.

Survey teachers, administrators, support personnel at school and graph the number of different jobs each held before entering the field of education.

E: Examples of Projects

A Story Paradise Filled with Laughter – A-fu’s Bookstore
LuChiang Primary School
Taipei, Taiwan
With Dreams Taking off From 23.5 Degrees
Bei-huei Elementary School
Chiayi County, Taiwan

Category 2: Community Groups and Special Populations

2007-10-07T03:46:00.000-07:00

A: Task:

Design a website that showcases unique, interesting or specific community populations.

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about the special populations in your community and describe the things those populations are doing to plan or prepare for the future.

B: Learning Objectives:

Students will understand the relationship between a strong, safe community and the various groups in the community which affect their lives.
Students will be able to list their local community populations, describe any unique needs those groups might have, and list contributions they make to the community.

C: Discussion Questions:

A course in service learning (including community service projects) is required for high school graduation in many states. Why is this considered so important?
What languages and cultural groups are represented in your community?
What age groups live in the community?
Are any age groups over or under represented? Any cultural groups?
Are there groups in the community which cater to or provide services for the different groups?
What services are provided for special needs populations, such people as the deaf or the blind?
Why is it necessary for students to know and interact with all groups in their community?
How does your community handle the problem of safety? (Some communities are large enough to have their own police force and department. Others contract for these services.)

D: Suggested Starter Activities:

Begin by interviewing parents about the different community organizations to which they belong.

Make a chart or graph depicting the various organizations and come to a conclusion.

By checking with the Chamber or Commerce or other organizations which create profiles of a city or community, students can access important information, such as population, business and tourist opportunities, which impact all residents. Give a profile of your community and school district.

Interview "special needs" people to verify the accommodations and facilities their community does or does not provide.

Report on any particular group or population that regularly works with the school on a school-wide basis or with individual students.

"Adopting" a convalescent or residential care home can become a class commitment that will provide motivation for students to work together and share with others. Monthly or bimonthly activities that are part of the classroom instruction can be held at the adopted home. Students can present historical skits; dramatizations; or readers' theater performances; they can organize cultural festivals; or they can exhibit their art or other visual projects.

E: Examples of Projects

Racial Harmony - It's the Cohesion in our Community
Raffles Institution
Singapore
Dancing in the Forest--Siraya Culture Association
Sin-Hua Junior High School
Tainan County, Taiwan

Category 1: Local Leaders

2007-10-07T00:21:00.000-07:00

A: Task:

Design a website that identifies famous or important people in your community (i.e. politicians, authors, artists, musicians, sports figures).

CyberFair 2008 Theme: Learn & Unite! How does learning unite communities? Tell an inspirational story about how your local leaders are planning for the future needs of your community and why that is important.

B: Learning Objectives:

Students will understand the qualities and individual responsibilities required of citizens in their country.
Students will be able to list their local community leader and describe their contributions.

C: Discussion Questions:

How can students find out who their local leaders are?
Who are the local leaders?
What path did they take to become leaders?
Who were leaders from the past?
Do the students personally know any local leaders?
What are the qualities of a leader?
What makes a person want to become a leader?
What does the term "Civic Leadership" mean?
What's the difference between being a "leader" and being famous?

D: Suggested Starter Activities:

The commitment of students to community service and civic responsibility is enhanced when they learn about inspirational role models from the past but particularly when the leaders come from their own community. Students can gain insights into how they personally can make a difference in the lives of other people through civic participation. Through these activities and processes, students gain a sense of self-worth that connects them to their community.

Develop a questionnaire/survey to help determine who their local leaders are. Students should list any people they personally know whom they consider to be local leaders.

Use the local newspaper to locate prominent people. What are they doing for their community? (To understand what motivates civic leaders students must see what values and assumptions they hold, what they honor and what they seek.)

Listen to the local TV stations and/or read the newspaper for "quality of life issues." Identify and convey the main items cited as important to people living in your community according to these leaders.

Look for similarities and differences between a neighboring community in terms of "quality of life issues."

List several former leaders from the area. What did they do for the community? List or describe the changes they made in community. Describe any changes that have taken place since they were leaders.

Interview parents, grandparents or neighbors who have lived in the community for many years and invite guest speakers who can relate details of the history of the community firsthand.

Create a "Hall of Fame" of school alumni who have made contributions to the community, the nation and/or the world which can be established in the school to identify role models and enhance school pride.

Students and their parents attend meetings of the school board and city council as part of the leadership process. Students can report on issues discussed at meetings, research and take positions on those issues. Students can simulate meetings of the city council or school board, debate issues, vote and compare their outcomes with those of the board or council.

Discuss the term "civic leadership." Have students, working individually or in cooperative groups, select an article which demonstrates a citizen doing something for the good of others, as in being "civic minded."

Create and distribute copies of a "Leader" award certificate and have students fill out the recipient's name and tell why they have selected that person to receive the award.

Identify specific careers that center around public service.

Identify "quiet leaders" who do important things for others with very little recognition.

E: Examples of Projects

Diagnosing Taiwan – Doctor Chiang Wei-shui
Kang Chiao Bilingual School
Taipei, Taiwan
Come for tales from Huang Ta Yu – Huang Chun-Ming & his Kid Troupe
Li Ming Elementary School
Ilan City, Taiwan

Evaluation Rubric

2007-10-06T23:00:00.000-07:00

A. CyberFair Theme: Learn and Unite
The Theme of Philippine Schools CyberFair is Learn and Unite. The purpose of CyberFair is to encourage schools and their communities to use the Internet to establish partnerships, share resources, and work together to accomplish common goals. The extent to which schools actually accomplish this should be described in the Project Narrative An outstanding project narrative will tell an interesting story about the project and its impact within the community. It will clearly show how the project meets or exceeds objectives for both the CyberFair contest and the category in which it's entered. The narrative will define the project's "community" and show that the project was instrumental in bringing this community together to "share and unite" around a common goal. The narrative will clearly describe the project's contribution to both their local community and to the global Internet community. The contents of the project Web pages will lend support to the project narrative.
A-1 Theme: CyberFair Project Narrative page
5 4	Narrative page is present and complete. It tells in detail an interesting and compelling story about the Web project and interactions around the completion of this project.
3 2	Narrative page is present and complete.
1	Narrative Page is present but it may be incomplete, or carelessly or improperly filled in.
0	Narrative Page is missing, or illegible.
A-2 Theme: CyberFair category in which this project is entered.
5 4	There is clear evidence that the students accomplished or exceeded the learning objectives for their CyberFair category
3 2	Students probably accomplished the learning objectives for their CyberFair category.
1 0	There is little or no evidence that students accomplished the learning objectives for their CyberFair category.
A-3 Theme: Definition of this project's "Community"
5 4	This project's "Community" is clear and well-defined.
3 2	This project's "Community" is adequately defined
1 0	This project's "Community" is not defined very well, or the description is missing or incomplete.
A-4 Theme: required coursework and curriculum
5 4	The skills, concepts, ideas and understandings learned not only fulfilled the required curriculum but represented extensive enrichment well beyond the normal classroom experience.
3 2	The skills, concepts and ideas helped fulfill required curriculum standards.
1 0	It was not clear that this project met required curriculum standards, or else it was clear that it did not meet any curriculum requirements.
A-5 Theme: Information tools and technology
5 4	Students used an impressive variety of information tools and technologies, both within the school and outside in local businesses and organizations, in completing this project.
3 2	Students used a variety of information tools and technologies.
1 0	Students used a limited number of information tools and technologies.
A-6 Theme: Students' Roles as "Ambassadors"
5 4	Students used various effective strategies to locate and contact the different types of people who make up their community.
3 2	Students contacted some members of their defined community to participate in this web project.
1 0	There is little or no evidence that students contacted members of the community for involvement in this project.
A-7 Theme: Impact on Community
5 4	This project has already had an impact on the community. It is clear that it is making a useful contribution not only to the defined community but to the larger educational and Internet communities as well.
3 2	This project shows promise of being a useful and interesting site which contains information that the defined community will be able to use and appreciate.
1 0	It is not clear that this project will have any value to the defined community.
A-8 Theme: Community Involvement
5 4	An interesting variety of community members made significant contributions to this project by helping students and teachers in different ways.
3 2	There is some evidence that a range of participants from their defined community were involved in some aspects of the development of the web project.
1 0	There is little or no evidence that citizens of the defined community were involved in the development of this web project.
A. CyberFair Theme: Learn and Unite

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

B. Project Ideas and Content
An excellent Web project will clearly identify its purpose and its audience. Information and ideas will support the overall purpose and will be written to meet the needs and interests of their audience. An important part of the project will come from original and primary sources which are not readily available to the intended audience. These sources can include first-hand observations, measurements, accounts and reflections, original letters, memoirs, and diaries, personal observations, interviews, audio recordings and Quicktime movies, photographs, original art work and creative writing and poetry, period or historical newspaper and magazine articles, and other resources found within the partner community. Sources of all information will be clearly cited or otherwise validated in some way. Sources of information will be properly cited so that the audience can determine the credibility and authority of the information presented, and so that authors can document that copyright ownership has not been violated. Web pages will include relevant information, anecdotes, graphics, and links organized to support and enrich the overall theme or purpose of the project. The content will be clear and focused. Finally, it should be apparent that the web authors mastered the content and ideas that went into completing the Web project.
B-1 Content: Purpose or Main Idea
5 4	There is a clear statement of purpose, theme or main idea for this Web project. It is evident that all parts of the project point back to this main idea/purpose/theme.
3 2	The purpose, theme or main idea of this Web project is not clearly stated or may be vague. The ideas and information may not be detailed, personalized, or expanded enough to show a strong sense of purpose throughout the entire project.
1 0	This Web project lacks a clear sense of purpose or central theme. The text may be repetitious, or may read like a collection of disconnected, random thoughts.
B-2 Content: Supporting Details
5 4	There is a rich variety of relevant supporting information that is useful, adds interest and contributes to an understanding of the project's main idea. Supporting details can include things like anecdotes, interpretation, stories, graphics, links to supporting Web sites, photographs, sounds, video, etc.
3 2	There is a variety of supporting information, much of which is useful, adds interest and contributes to an understanding of the project's main idea. Some of the information may not seem to fit or doesn't seem to make any important contribution.
1 0	There is not enough detail and information to support the project's theme or purpose. There may not be enough variety in the information provided. Or there may be too much information which is not interesting, useful or relevant to the project's theme.
B-3 Content: Audience
5 4	There is a clear description of the intended audience for this Web project. All or most of the information and ideas presented are clearly written for and target this stated audience.
3 2	There seems to be a target audience, but it is not always clear that the students understood or met the needs of their intended audience as they developed this Web project.
1 0	It is not clear who the audience for this Web project is, or this Web project does not meet the needs of the intended audience.
B-4 Content: Citation of Sources ("bibliography") (See Rules & Guidelines)
5 4	A well-organized bibliography page exists. Almost all sources of information are properly and clearly identified and credited. Copyrighted information, pictures, and graphics are clearly marked as to source and nature of permission to reproduce. Enough information is given that makes it possible to check on the accuracy of the information. This can be email addresses, links to other sources, or citation of primary or original sources. The bibliography also lists all of the people who helped this team of students build their Web pages.
3 2	A bibliography page exists. The sources for much of the information seem to be properly cited, but not all work may be clearly identified. There may be some question about the sources of some information, pictures, graphics, or other content. There is no way to check the validity of all of the information, for example, by sending email or reading supporting information from primary sources. The bibliography also lists all of the people who helped this team of students build their Web pages.
1	A bibliography page exists. However, the citation of sources is rudimentary and needs improvement, or else there is no apparently valid effort to cite resources. Or if sources are cited, there is no way to check the validity of those sources (excepting first-hand interviews, accounts, etc.). Or, the bibliography does not list any of the people who helped this team of students build their Web pages.
0	No bibliography page exists, or else a check of the citations or students' work shows that some or all of this project is plagiarized. (Note: a zero will disqualify this project)
B-5 Content: Project "Teaches Something New"
5 4	There is an abundance of information and ideas that come from a range of formal and informal sources. Much of the information comes from primary sources which gives this site a feeling of freshness and originality. This site will probably be of great interest within the defined community. (Primary sources can include period or historical newspaper and magazine articles, original letters, memoirs, and diaries, personal observations, interviews, first-hand accounts and reflections, audio recordings and Quicktime movies, photographs, original art work and creative writing and poetry, and other resources found within the partner community.)
3 2	Ideas and information come from a limited variety of information sources, including some primary sources. There is enough interesting new information so that this site may be of interest within the defined community.
1 0	Ideas and information appear to come primarily from commonly available sources (books, library, encyclopedias, magazines, other Web sites). There may not be enough new information or variety to hold one's interest. Or it is impossible to determine information sources since sources were not cited, or the citations were not clear.
B-6 Content: Accuracy of Information
5 4	Information presented appears to be accurate, complete and current.
3 2	Information presented may be accurate, complete and current but this is not always clear.
1 0	Information is incomplete, out of date, and/or incorrect. Or it is impossible to check on the accuracy of the information since sources were not cited, or the citations were not clear.
B-7 Content: Students' Mastery of Content
5 4	The Web authors seem to be writing from knowledge or experience and show insight into their subject matter. It is evident that they have become "experts" in their subject matter.
3 2	It appears that the Web authors learned much from their experience in completing this Web project. Some sections show insight and expertise, and it is evident that the students learned some new things.
1 0	It is not at all clear that the students understood their subject matter or learned new things.
B. Project Ideas and Content

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

C. Writing and Organization
An excellent Web project will be well written and well organized. The organization of the information on each page, and from page to page, enhances and showcases the purpose or main idea of this Web project. Each page is well written, with interesting introductions, transitions, bodies and conclusions. The order, structure or presentation of information is easy to navigate and provides a logical and satisfying experience for the Web visitor.
C-1 Organization: Project Introduction
5 4	An inviting opening page draws the visitor in and introduces the overall purpose and structure of the site. The introduction is well written and causes the visitor to want to continue exploring.
3 2	The main Web page introduces the basic purpose of this Web project. However, the introduction may not create a strong sense of what is to follow, and the reader may not know what to do next. The structure of the Web project may not be as clear as it could be.
1 0	The opening page does not adequately introduce the purpose of the project. It is not clear what this site will present. The structure and choices on the opening page are not clear and/or the reader can't understand what the next step is. The introduction does not create enough interest to continue reading through the project.
C-2 Organization: Organization of Supporting Details
5 4	Supporting details and information fit where they're placed: sequencing on almost every page, and from page to page, is logical and effective.
3 2	Supporting details and information on most pages is usually logical, and their sequencing from page to page usually makes sense. However, sometimes the sequence or placement of details results in a narrative which is too sparse, too cluttered, or doesn't make sense.
1 0	The structure or sequencing of supporting details is unclear. Details often seem to be unrelated to the theme or purpose. Often, related information is not grouped together, and/or unrelated information is grouped together for no reason. The sequencing of information makes it harder to understand.
C-3 Organization: Quality of Writing
5 4	This Web project is interesting to read and holds the visitor's attention. Writing is simple, clear, direct, and in an active voice. Paragraphs are well structured and there is a logical flow from one paragraph to the next, and from one page to the next.
3 2	This Web project has many interesting things in it. The writing is understandable, but there are some places where it may be hard to understand. The writing could probably have been improved if the Web authors had asked for reviewers to give them more suggestions for improvement.
1 0	The writing in this project is difficult to understand. Paragraphs and/or choices of words often don't make sense, or else it looks like the writing was done by someone other than the Web authors.
C-4 Organization: Transitions
5 4	Each new page begins and/or ends with a clear transition or paragraph that shows how ideas are connected from section to section and from page to page. It is clear how each page is connected to those related to it.
3 2	Many pages have good transitions or paragraphs which connect the page to other pages. Some pages, however, seem to be thrown in and their connection or relation to the project purposes may not always be clear. Or some pages may end abruptly without covering a subject or without links to other pages.
1 0	Pages begin without a clear sense of how they fit into the project, and/or they may end without a sense of closure. Too many pages seem to be unconnected with other pages. There is no explanation of why the information is important to the project, or it is not clear how the pages relate to other sections or to other pages in the project.
C-5 Organization: Navigation
5 4	It is easy to navigate through this project. The use of links and menus make it clear how to continue to explore an idea or area in progressively more detail or to move along to the next topic. Visitors usually know where they are, what remains to be explored, and how to get back to the home page or index. A topic index or table of contents may be present.
3 2	While it is usually easy to navigate, visitors may sometimes have the sense of being lost or unsure of how or where to go next. Sometimes it may be difficult to determine which links are central to the main idea or purpose of the project, and which provide supporting information.
1 0	It is easy to get lost in this project. The structure does not give enough guidance to help the visitor navigate through the content, or else the structure is so complex that it is confusing to move through the content in any organized way.
C-6 Organization: Links to Other Sites
5 4	Links to other Web sites are appropriate, contribute to the information being presented, and represent a valuable collection of additional resources related to the topic. There is enough information given with the links to fit the link into the overall structure and context of the Web project.
3 2	Links to other Web sites are usually appropriate and interesting, but there may not be enough information given with the links to show how they are related to the project purpose or main idea. Or sometimes the authors rely too much on links to other Web sites and not enough on their own research.
1 0	Links to other Web sites don't seem to contribute anything to the project purpose or main idea. There may not be enough information given to relate the links to the project purpose or main idea. Or there are either too many links which are unrelated to the topic, or there are not enough links to help support or explore the topic.
C. Writing and Organization

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

D. Language and Conventions
Note: Please apply appropriate age- and native-language criteria. (For instance, young students, or Japanese students writing in English may be permitted more errors than older students writing in their native language. An excellent Web project shows an age- or grade-appropriate grasp of standard writing conventions (e.g., grammar, capitalization, punctuation, usage, spelling, paragraphing) and uses these conventions effectively to enhance readability. Errors tend to be so few and so minor that the reader can easily overlook them unless specifically looking for them. Little or no editing is required.
D-1 Conventions: Paragraphs
5 4	Paragraph breaks follow standard rules and clearly reinforce the organizational structure.
3 2	Text sometimes runs together in long paragraphs or is divided into incomplete paragraph segments which distract the reader.
1 0	Paragraph structure is missing or so irregular that it has no relationship to the organizational structure of the text. (For example each sentence is presented as a paragraph.)
D-2 Conventions: Grammar
5 4	Grammar and word usage are correct and contribute to clarity and style.
3 2	While there are some problems with grammar or usage, they are not serious enough to distort meaning.
1 0	Errors in grammar or the use of words are very noticeable, and affect meaning.
D-3 Conventions: Punctuation
5 4	Punctuation is accurate and guides the reader through the text.
3 2	End of sentence punctuation is usually correct; however internal punctuation (commas, apostrophes, semicolons, dashes, colons, parentheses) is sometimes missing or wrong.
1 0	There is often no punctuation at the end of line, as well as mistakes with internal sentence punctuation (commas, apostrophes, semicolons, dashes, colons, parentheses).
D-4 Conventions: Spelling
5 4	Spelling is generally correct, even on more difficult words.
3 2	Spelling is usually correct or reasonably phonetic on common words.
1 0	Spelling errors are frequent, even on common words, making it difficult to read.
D-5 Conventions: Need for Revision
5 4	Site needs little or no editing or revision.
3 2	Site could be improved with editing and revision.
1 0	Site needs extensive editing
D. Language and Conventions

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

E. Appearance and Presentation
In an excellent Web project the overall appearance of pages is pleasing and contributes to understanding of the content. There is a nice balance of easy to read titles, text, colors and graphics which results in a pleasant and comfortable viewing experience. Graphic elements contribute to the experience without being cluttered or confusing.
E-1 Appearance: Effective Overall Design Theme
5 4	The layout of most pages is clear and easy to follow and follows a consistent design theme. Headers and fonts contribute to the overall understanding and flow of the information, and help to move the eye from main topics to supporting details.
3 2	The layout of most pages is simple enough to follow the information. Headers and fonts are usually appropriately used. Most pages follow the same or similar design theme.
1 0	The layout is cluttered or confusing, or the layout is so simple that the benefits of hypertext on the WWWeb are lost on this project (i.e., it looks more like a term paper than a hypermedia project). Or pages have a different look and feel and it is not clear that they form part of an organized set to accomplish a goal.
E-2 Appearance: Colors, Background and Text
5 4	Colors, backgrounds and text are clear and easy to read together. They work together to create a pleasant viewing experience.
3 2	Colors, backgrounds and text are clear and easy to read together but could have been used more effectively.
1 0	Colors, backgrounds and text are not used effectively. If present, the contrast is inappropriate or the background is too busy, which makes the text hard to read.
E-3 Appearance: Icons and Other Graphical Elements
5 4	Icons, buttons and other graphical elements, if present, make a valuable contribution to the appearance, are used consistently on most pages, and contribute to the overall flow of the information. (i.e., Whenever you see an icon, you know what it is for and what you are supposed to do.) (Give this project a 5 if there are no graphical elements.)
3 2	Icons and other graphical elements sometime help you to understand the layout or flow of information, but sometimes they are used inconsistently, or are confusing, or are unnecessary or distracting decorations.
1 0	Icons and other graphical elements don't seem to serve any useful purpose other than for decoration, and often they are confusing or clutter up the pages. The site would be better if many of the graphics and icons were omitted.
E-4 Appearance: Multimedia Resources
5 4	Multimedia resources, such as sound, video, images, icons and other graphics, if present, contribute to the main purpose of the Web site and enhance the reader's understanding of the information presented. (Give this project a 5 if there are no multimedia graphics used.)
3 2	Multimedia resources, such as sound, video, images, icons and other graphics, are usually relevant, but sometimes they don't add much to understanding or seem to be irrelevant to the topic.
1 0	Multimedia resources too often seem unrelated to the topic. They generally don't add much value to the information being presented.
E. Appearance and Presentation

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

F. Technical Performance
Note: When considering technical performance of this Web site, do not penalize performance due to busy networks or distant links. Sites close to you will work more efficiently than those at a distance. If you are unable to establish a reliable connection with this site, send email immediately to digitalfilipino@gmail.com and describe the problem you're having. Be sure to include the site's CyberFair ID number and school name. An excellent Web project works! Graphical elements are optimized so that pages load quickly, even for users with limited bandwidth (slow modem speeds). Pages look good in text-only mode (when users have turned off graphics loading in their browser). Pages look good in a variety of Web browsers. If there are advanced features which demand higher bandwidth or more sophisticated end-user resources (the "latest" browser or plug-in), an alternate low-bandwidth or text-only mode is provided. Links to other pages and to internal resources all work as expected.
F-1 Technical: Pages load efficiently
5 4	Pages load quickly. Graphics, icons, and other graphical elements, if used, are kept small enough or are optimized (such as by providing image height= and width= tags) so that pages load as quickly as possible. If users turn off graphics loading in their browsers, pages still look good and missing images are labeled. Descriptive alt= tags for each image provide text-only users with a good idea of what they're missing.
3 2	Graphics, icons, and other graphical elements are generally small enough to load reasonably fast, but they could be optimized (by using height= and width= tags) so text loads before the images. Pages still look good in text-only mode, but not all images include the alt= tags, or the alt= tags could be more descriptive.
1 0	Graphic elements on too many pages are so large or unoptimized that pages take too long to load, especially when using slower connections. Or when user turns off graphics loading in their browser, pages lose too much information, don't look good, or too many of the images lack alt= tags.
F-2 Technical: Pages work in a variety of browsers
5 4	The Web pages look good in more than one browsers. If advanced or technical features offered by one single Web browser are used, an alternative page is offered so other browsers can participate. (Note: Give this project a 5 if it looks good in your only browser. You don't need to check in browsers you don't have.)
3 2	The web pages may look good in the recommended browsers, but they don't look good other browsers.
1 0	These pages cannot be viewed by any browser except the recommended browser.
F-3 Technical: Links Work
5 4	Almost all links to other sites, to internal Web pages, and to internal multimedia resources work properly.
3 2	Most, but not all, links to other sites, to internal Web pages, and to internal multimedia resources work properly.
1 0	Too many links to other sites, to internal Web pages, and to internal multimedia resources don't work properly.
F-4 Technical: Multimedia resources Work
5 4	Multimedia resources, if present, such as movies and sound, work properly on a variety of platforms and browsers when they are downloaded (give project a 5 if there are no multimedia resources).
3 2	Multimedia resources, such as movies and sound, work most of the time, but there were problems with some of them.
1 0	Multimedia resources, such as movies and sound, fail to work too often.
F. Technical Performance

A.Theme	B.Content	C.Organization	D.Conventions
E.Appearance	F.Technical

Sample Permission Form

2007-10-06T22:17:00.001-07:00

Dear Parents/Legal Guardians,

For the purpose of sharing with the community, exemplary student work, this school will publish selected student work on the school Web site. We are asking your permission to include your child's work on the web site. If you give your permission, please sign below and return to your child's teacher.

Thank you.

--------------------------------------------------------------------------------

(Please returns this portion to your child's classroom teacher.)

_____I give permission for my child to have his/her exemplary work published on the school Web site. I hereby release, hold harmless, indemnify, and defend the school, and its Board, officers, agents, directors, employees, and volunteers from any and all liability and legal or equitable claims of any kind related to such work being published on the district Web site. I understand that student work will be identified only by first name, or first name and first initial of the last name.

_____No, I would prefer not to have my child's work published on the school Web site.

__________________________________________________
Child's name

__________________________________________________
Parent/Guardian signature

__________________________________________________
School

Call for support: Philippine Schools CyberFair 2008

2007-10-06T19:59:00.000-07:00

We are currently inviting companies to sponsor or support the Philippine Schools CyberFair 2008.

The theme for CyberFair 2008 is "Learn and Unite!"

The CyberFair competition/exhibition requires participants to complete three tasks - publish, reflect, evaluate. Student-produced projects will spotlight people, places, businesses and other things in their local community.

There are several ways that you can support the Philippine Schools CyberFair 2008. This includes:

Donor (P1,000)

Text ad link in this blog for one year.

If interested, send me an email at digitalfilipino (at) gmail.com.

Contact us

2007-10-06T04:53:00.000-07:00

Press Release Template

2007-10-06T04:15:00.000-07:00

Send out a Press Release if you want to notify the media of a news worthy project.

*****************************************

Fill in your school's information and print your final copy on a sheet of your school or organization's letterhead.

*****************************************

[School/Organization] Makes [City/Town/Community/Local Leader] Internationally Known as Part of

CYBERFAIR 2008 - LEARN & UNITE!!

-- Kids Shine the Spotlight on Their Communities --

[City, State], ([date, month, year]) -- [School/Organization Name] has joined students all over the globe in highlighting a unique aspect of our community as a part of the Philippine Schools CyberFair and International Schools CyberFair, organized by DigitalFilipino.com and the Global SchoolNet Foundation. CyberFair encourages youth to connect the knowledge they learn in school to real world applications.

The theme for CyberFair 2008 is "Learn and Unite!" Students are encouraged to "shine the spotlight" on people, places, businesses and other things in their local community.

The contest encourages students to become ambassadors for their communities, conducting research, working with community members and using technology tools to publish a website that displays their learning. Touted as the largest international cyber event for schools, the annual contest involves more than one million students from 4,500 schools across 100 countries. [School/Organization Name] is participating in the category of [Category Name].

[This paragraph should include specific information about your page. Which class participated? Which category did they pick? Why was it important to them? Any funny stories about the process....any pertinent information...how many people have seen the site? Let the press know it was something done locally, which has achieved global exposure.]

[Include a quote from one of your students about his or her involvement with the project. Did he/she discover anything interesting while researching the topic? ]

In addition to the cyber entries, judging for the competition also takes place online. Students review the projects of other schools by using a web-based evaluation tool designed by Global SchoolNet. The top forty entries are then reviewed by a panel of international judges, representing six continents, to determine the winners.

The winners of the Philippine Schools CyberFair 2008 will be announced in March 2008.

You can learn more about CyberFair by visiting the website at http://www.cyberfair.ph.

Press Advisory Template

2007-10-06T04:07:00.000-07:00

Send out a Press Advisory if you want the media to visit your school while an activity or event is taking place.

*****************************************

Fill in your school's information and print your final copy on a sheet of your school or organization's letterhead.

*****************************************

PRESS ADVISORY

Contact:
School or Organization Contact:____________________
School or Organization Name: _____________________
Phone Number:_____________________
Fax Number: ______________________
Email address: _____________________

Headline: Tell what your school or organization is doing. Mention that it's an Internet learning activity or that it's part of Philippine Schools CyberFair.

[School Name] Showcases [Your Local Town] IN THE COUNTRYíS LARGEST INTERNATIONAL CYBER COMPETITION

First paragraph: Include your city, state and the date in your "dateline." Then briefly tell the who, what, where, when and why.

Second paragraph: Give a little background information about the project--that it's a part of International Schools CyberFair, a Global SchoolNet learning program, now in its 14th year.

Mention that DigitalFilipino.com is an affiliate of Global SchoolNet - a non-profit organization that is dedicated to helping students become responsible and literate global citizens. DigitalFilipino.com is an e-commerce resource and advocacy site for Filipinos.
Mention that the theme is "Learn and Unite" and that all Philippine entries will compete at the International Schools Cyberfair.
Tell how many local students are involved and what category you are researching and why the topic was chosen.

Third paragraph: Be sure to highlight the event's date and time so that the media will know where and when to attend. Also include a contact person name and phone number the media can call for more information.

WHEN:

WHERE: (Be as specific as possible)

TIME:

CONTACT:

How to Contact the Media?

2007-10-06T02:23:00.001-07:00

TIP: When you call a newspaper or television station, have contact names, phone numbers and interesting stories on hand. You may want to pre-select a couple of students who would feel comfortable talking to a reporter.

What are the daily newspapers in your area? community (weekly) newspapers in your area? local television? radio stations? Call and ask for the names of the reporters who are responsible for the local school, education or technology stories. Using the enclosed press release template, simply fill in the blanks pertaining to your school's project and send a copy of your press release addressed specifically to these reporters. Be sure to also send a press release to the attention of the newspaper editor or television station news director or assignment editor.
Identify any pieces of information or human interest items about you, your students or your CyberFair project which can be sent in a letter or fax to the lifestyle or technology section editors of your local paper. Try to think of items that will be of interest to most of the readers. For example, did your students discover anything new and noteworthy about the community aspect that you highlighted in your CyberFair project?
Check out your community newspaper's Opinions/Editorial section, or "Op/Ed" page. Who are the local columnists (not the nationally-syndicated ones from elsewhere) and what are the subjects of their columns? Do they write about the community, business, politics, technology? Is there an angle to your CyberFair project which would provide interesting material for any of their columns?
If your local newspaper is unwilling to cover this announcement as a news story or Op/Ed piece, consider writing and submitting your own Op/Ed column or a "letter to the editor" congratulating your school and your students on participating in this cyber learning program.
What are the local television stations? Target the city or province assignment editor or the producer of your local morning news show, evening news show, news magazine about doing an in-depth piece on your students and how CyberFair provides a positive learning experience on the Internet for them.
In many communities, there's a local cable television station that gives time to schools to provide information or activities. Have someone videotape your students performing a demonstration of how they created their page and submit it.
Are there local radio talk shows in your city or town? Talk with the show's producer to get him or her interested interviewing you or one of your students who participated in researching or building your CyberFair project.
Have your kids take the show on the road by visiting a local Senior Citizens center to show them the Internet and your community page. Alert the media in advance by sending them a Press Advisory.
Talk to the editor of your school's paper about doing a story.
Contact your school district's Public Relations or community affairs representative. If there is a district newsletter that goes to parents and community members, suggest that an article be included about your CyberFair project.
Talk to your school's PTA newsletter editor about writing a story.

	CATEGORY 1 : Local Leaders Design a website that spotlights famous or important people in your community (i.e. politicians, authors, artists, musicians, sports figures).
	CATEGORY 2: Community Groups and Special Populations Design a website that showcases unique, interesting or specific community populations.
	CATEGORY 3: Businesses and Organizations Design a website that showcases local businesses or organizations (i.e. chamber of commerce, city hall, hospitals, banks, libraries, boys & girls clubs, civic clubs, stores and shops).
	CATEGORY 4: Local Specialties, Sports and Health Design a website that showcases local specialties and unique items or things produced, grown, or raised in your community (i.e. crafts, foods, produce, flowers, animals). or Design a website that showcases local or unique sports, games or health programs. (i.e. surfing, skiing, rock climbing, jump rope jingles, sporting events, health awareness or substance abuse programs).
	CATEGORY 5 : Local Attractions (Natural and Man Made) Design a website that showcases local natural and man-made attractions (i.e. rivers, oceans, mountains, museums, zoos, parks, camp grounds).
	CATEGORY 6 : Historical Landmarks Design a Web site that documents and showcases local historical landmarks (i.e. Missions, battle fields, architecture, street names).
	CATEGORY 7: Environmental Awareness and Issues Design a website that exposes local environmental concerns or that highlights special efforts to promote a sense of awareness and action (i.e. disaster preparedness, floods, earthquakes, hurricanes, beach erosion, solid waste management, water, air, and noise pollution).
	CATEGORY 8: Local Culture, Music and Art Forms Design a website that showcases local music and musicians or art forms that are important elements of the community experience (i.e. dance, festivals, songs, ceremonies, sculpture, painting, crafts).

Join the Philippine Schools Cyberfair 2010: Believe & Unite!

Join the Philippine Schools Cyberfair 2010: Believe & Unite!

Preparing for the Philippine Schools Cyberfair 2010

Join the International Schools Cyberfair: Teach & Unite

Winners: Philippine Schools Cyberfair 2008: Learn and Unite!

To be posted shortly

April 10: Winners Announcement

Peer Review Assignments

March 7: Cyberfair Philippines Entry Website Submission Deadline

Introduction

Category 8: Local Music and Art Forms

Category 7: Environmental Awareness Issues

Category 6: Historical Landmarks

Category 5: Local Attractions (Natural and Man Made)

Category 4: Local Specialties, Sports, and Health

Category 3: Business and Community Organizations

Category 2: Community Groups and Special Populations

Category 1: Local Leaders

Evaluation Rubric

Sample Permission Form

Categories

Call for support: Philippine Schools CyberFair 2008

Contact us

Press Release Template

Press Advisory Template

How to Contact the Media?