In today’s digital age, AI has become an important trend, but our project taught us an important lesson. At first, we used AI to organize information and thought it would save time. However, our teacher found many serious problems in our drafts, including mixed-up theatre troupes, incorrect references, and factual errors. Even after these mistakes were pointed out, some students still relied too much on AI, which caused repeated errors and wasted a great deal of time. This experience taught us that using AI wisely is not the same as depending on it. The more convenient digital tools become, the more we need responsible research habits, a commitment to truth, and strong media literacy. 

1. Scheduling: Since we came from different classes, it was hard to find time when everyone could meet. Most of our discussions happened during lunch breaks, after school, or on weekends at school. Luckily, we shared the same interests and had solid computer skills, so we quickly formed groups, assigned tasks, and steadily completed many time-consuming parts of the project step by step.

2.Interview skills: At the beginning, we were shy and often did not know how to start a conversation with interviewees. With our teacher’s guidance, we practiced several times, improved our interview outline, and did repeated trial interviews with teachers at school. The more we practiced, the more confident we became—and we learned how to ask clearer questions and get to the key points.

3.Website building: None of us had built a website before, so we felt a bit lost at first. Fortunately, one teammate’s mom had experience in website development. She visited our school many times to guide us through the structure and settings step by step. With her support, we not only solved the problems we faced, but also gained many practical skills we can use in the future. 

This project centers on the local Pingpengcao Theatre Troupe in Changhua and focuses on what it means for students, the school, and the community. Students learned beyond the classroom by conducting interviews, doing community fieldwork, joining drama experiences, and organizing information. Through real tasks, they combined language skills, media literacy, digital production, and arts learning, while strengthening teamwork and public speaking. For our school, the project provides a practical, repeatable model of interdisciplinary, project-based learning. For our community, our outreach work—classroom sharing, posters, and a website that organizes performance information—helps the troupe become more visible, encourages families to attend performances, and supports local culture and storytelling to continue.

Our International Schools CyberFair project supported our curriculum by turning required subject goals into one integrated, real-world task. It addressed key content standards in Language Arts (Chinese writing, English reading and writing, interviewing, summarizing, reflective writing), Social Studies (community fieldwork, local culture, civic engagement, media literacy), Arts (theatre appreciation, stagecraft, visual design), Technology (audio/video recording, data organization, basic analysis, video editing, website planning), and Integrative Studies (teamwork, role division, and public presentation).

The project fit our school’s competency-based curriculum guidelines because we learned through inquiry, evidence, and communication: we collected sources, conducted multiple interviews, verified information, and transformed findings into clear webpages and outreach materials. We gained new skills in interview techniques, note-taking and synthesis, script reading, digital storytelling, and web content design, while practicing group concepts such as collaboration, project management, and peer feedback.

We also developed a deeper understanding of how local theatre takes root in a community and how cultural work connects to education, families, and local development. Through this process, we discovered that students can play an active role in our school community by sharing reliable information, promoting local culture, and creating learning resources for others. Using the Internet was often more effective than traditional methods because it gave us access to diverse sources and tutorials, allowed rapid revision and collaboration, and helped us publish our work for a real audience—while our field visits and interviews ensured the learning stayed authentic and grounded.