This section explains the project elements found in the CyberFair Project Assignment.
Our district is putting the highest priority on reading and writing mastery for all grade levels. This project helped to provide the students with an authentic reason for using their very best writing skills. Because the students were writing for a real business partner and for a world wide audience, they were far more serious about doing a very good job. Using the Internet had a definate impact. Once the students learned how to use the writing program from the teacher, group learning took over. The students were teaching and helping each other. The teacher helped when she was asked, or when she could see the students were headed for trouble. However, she played a lesser role than in regular teacher directed lesson.
We used:
The various above listed software were used to make the project. Microsoft Word was used to write letters to the business partners, which the students delivered. By using disposable cameras, more students took pictures at the same time. We used the digital camera for last minute retakes. The scanner was used if the business partner had their own photos . The TV and converter made it possible to demonstrate how to use Clarispage and to review the work to the whole group. This was a time when all the students gave constructive support on the project. The students met with their business partner at least twice. One time was to create the business page and one time was to review what was created. For the second meeting the students took a printed version of the business site for the partner to review. The Mapquest onlinewas used to help create the menu map.
All the tools were located at school. Most of them were made possible by grants, district support, or business donations. Some of the computers the students used were donated by Delco and rebuilt by a very helpful parent volunteer. The scanner was won by the school last year in the Santa Barbara Cyberfair.
The students were wonderful ambassadors for the Cyberfair. The teachers wrote the first contact letters explaining the project, but most of the communication was done between the business owners and the students. The students went directly to the business locations to see the owners. Most businesses we contacted agreed to participate. They were amazed that it wasn't going to cost them anything! The owners were invited to come to school and preview their business's site online on Thursday afternoon just before the project had to be uploaded. Many came to see the children's work! One woman was so excited when she learned that her relatives in the Midwest would be able to see her business site. She also brought a gift from her shop for her student partner.
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The local businesses and community have had a very close relationship to the school. Over the years they have supported us in many ways. We felt that this project was one way that we could say, "thank you" to the community. It is our hope that out of town tourists will read our Web site project, come to Summerland, and support the businesses we described. Some of the people contacted were first time users of the Internet. I feel that they learned about the Web, along with their student partners. This project worked as a uniting force between the school and business community.
The teachers and students received outstanding help. First of all, one of the teachers got a grant from the Carpinteria Educational Foundation. This grant paid for expenses such as postage, photographic development, and release time for the teachers. The release time was a big help. They also received major support through the volunteer efforts of one of the parents. She put in many hours helping the teachers to understand what they must do to make the project work. She was particularly helpful with the graphics. We could not have done this project without her efforts. We must also thank D.J. Perry for all his efforts. He is so patient. Lucky for us, he does not think any question is stupid and he stays up late at night!
The best moment was when the students were actually creating the pages. The teacher who was directing this part of the project was ready to give individual attention to the Web site writers. However, what happened was wonderful. The kids started helping each other. They answered each others questions, gave feedback to choices of colors, font, or layout. The teacher played a much quieter role, and enjoyed watching the learning and creating that was happening before her. It was one of those "golden" moments. All of the business layouts were created by the students themselves. It was wonderful!