This section explains how your project addressed the project elements found in the CyberFair Assignment to Schools.
1) How did your activities and research for this International School CyberFair project support your required coursework and curriculum requirements?
Although the eighth grade Web Mastering class does not have set curriculum guidelines, students did have specific skills they had to master. This project provided a means for them to master those skills. Learning to work together cooperatively to meet a dealine was one of the more difficult skills. More specific skills included learning HTML coding and simple Javascripting, designing web pages, formatting graphics for the Internet, evaluating web pages, creating animations and image maps, and publishing pages on the school's web server. Students have better a understanding of how web pages are created and of how important it is to be able to compromise. Comments from students indicated that they like using the Internet - "it is more fun than looking in books."
2) What information tools and technologies did you use to complete your CyberFair project?
The cameras were the most useful tool we used. It was essential to get images of items in the museum for the project. Students became quite proficient at using the scanner. Books were available at our local library to help supplement information. Books and reference manuals on HTML coding helped to learn how to create the pages. The museum itself, and members of the Bastrop County Historical Society, were a valuable source for information.
3) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
Only one of the students had been to the museum. According to sources at the museum, 90% of the visitors are from outside the Bastrop area. The first visit to the museum, which was within walking distance, was more of an exploratory trip - to find out what was there. Two more visits followed to get detailed information. Email messages and personal visits to our classroom from Bastrop County Historical Society members, provided additional information. The Society members proclaimed the museum site "excellent." They were most anxious to spread the word about the site and are eagerly anticipating email and phone calls from around the world.
4) What has been the impact of your project on your community?
This project has had a profound impact on the people participating in the oral histories. Their valuable input is preserved for future generations to understand how Bastropians feel about those who have made contributions to our town. Although many of the older residents do not have Internet access, their family members, many of whom are students at our school, feel a pride in seeing familiar names and faces on the Internet. Students who made it all possible by creating the pages, have felt a sense accomplish and even awe that they were able to produce something that many adults get paid to do. The teachers are grateful to have had the opportunity to meet new people with interesting histories.
5) How did your project involve other members of your community as helpers and volunteers?
Most of the helpers were family members of students at school. We would like to thank, in particular, C. L. Jones, Elroy Williams, Belle Cervantes, and Amanda Jones for providing quotes. School officials helping with the project included Bastrop Middle School Principal Jose Loera, Gateway Alternative School Principal Jan Clay, Technology Coordinator Lori Lusk, and Superintendent John Walch. Community members included Art Sullivan, Bastrop County Historical Society member, Father Ken Kesselus, local author of Bastrop history, and many other Bastropians who offered their support.