first nation innovation

Using technological aids such as smart-boards, videoconferencing and the internet, the Eel Ground First Nation in NB is gaining recognition as one of the most technologically advanced in Canada. Since it first opened its doors the Eel Ground First Nation School has seen attendance triple with their groundbreaking approach to learning.

returning to work

The 2009 Education Action Plan for the Canadian Federation of Students published the majorities of Aboriginal graduates return to work in their communities and are employed in their field of study, achieving economic self-reliance and helping to develop healthy and stable growing communities (p.15).

RICTA

RICTA-is a research "cluster" helping to build a critical mass of knowledge that Aboriginal communities can both contribute to and tap into their paths to reach ICT goals. RICTA's key goal is to "set out a framework of contemporary Aboriginal Peoples ICT projects that not only focus on the decolonization inspirations' of particular Aboriginal communities but also gaze towards the development of global research".

In summary, RICTA's principles imply respect and inclusive wisdom to culture within the work of ICT research such as, working WITH Aboriginal communities, the use of ICT, building relationships for research, and facilitating trust.

In early October 2010, I connected with Dr. Susan O'Donnell, an associate professor at UNB and key researcher for the RICTA group, she has been instrumental in furthering my interest on the digital divide facing First Nation communities. Dr. O'Donnell contributed to findings in the 2005 "Research on ICT with Aboriginal Communities", a comprehensive look at First Nation priorities in the application of ICT. One priority identified was education. This research identified the need for assistance to develop culturally relevant curriculum that would promote traditional language development. Another educational priority noted in Dr. O'Donnell's research was the need to better prepare First Nations post-secondary students for opportunities in IT industries (p.12).

I am now a 'member' of the RICTA group, I look forward to assisting First Nation communities looking to achieve their ICT educational and curriculum goals.

final report release

Today, the final report (see November 26 post) - "Putting the 'Last-Mile' First - Re-framing Broadband Development in First Nations and Inuit Communities" has been released. This report highlights the leadership shown by First Nation and Inuit communities in the development of broadband infrastructure and use of information and communication technologies.

Click here to read the full report.

T.O.P.

Elsipogtog First Nations (also known as Big Cove) in NB, has a population of 3000, half of whom are under 25 years of age, it is also the largest Mi’kmaq community in NB. Elsipogtog community leaders are very eager to develop and maintain strategies for training and employment for their adults. According to one Elder Lionel Levi, “skilled labor is a goal for the Native community, and a way to create long-term, self-governed Aboriginal trade careers.”

The Elsipogtog Trades Orientation Program (T.O.P. 2009) was created and designed by New Brunswick Community College and the Elsipogtog leaders to orient students into skilled labor and training. In one year, First Nation students can experience trades: carpentry, electrical, plumbing, automotive, and interior finish without having to leave home.

My role was to provide training within the areas of computer hardware & software, personal finance, and life skills. This was the beginning of my journey-and after assessing my year of teaching and learning outcomes, I knew that further research into designing and integrating ICT with First Nations curriculum was not only needed, but required.

Sixteen students graduated, and (with their permission) I'd like you to meet three: starting on the left - Ben, Ray and Adam.

preserve the story-digitally

Preserving First Nation oral tradition (story telling) is a fundamental goal for leaders and educators. Many websites that I've encountered or curriculum discussions I've had refer to the lack of support and overwhelming fear of losing the skill of oral tradition. The Online Learning Center in Saskatchewan provides training resources and materials to aid teachers on how to design curriculum and deliver learning activities to support the value and practice of traditional story telling.

First Nation communities are using technology for the preservation of oral traditions. Our World is a documentary film describing how integrating ICT to create digital stories is helping to preserve First Nation language and culture. Watch the trailer, or purchase the full documentary online at the National Film Board of Canada.

Also, First Nations Films is a website solely dedicated to Aboriginal filmmakers.

knowing curriculum value

I soon realized the value of 'knowing' after my first day of teaching on the Elsipogtog First Nations Reserve in NB. This realization came during the delivery of a Personal Finance (PF) course.

The onus rests on the PF instructor to transform standard course outcomes and make coherent connections to First Nation historical and current economic challenges. Based on my teaching experiences, Personal Finance course outcomes must be framed in Native beliefs and cultural values on finance and sustainability. Administering routine learning activities and assessments within an Aboriginal culture without community input and research can be "instructionally" fatal. Furthermore, continuing to do so without accepting mutual and distinct interests in curriculum design overall leaves the possibility for program assimilation and not collaboration.
As revealed within my own PF class, 98% of students had “bad credit” and 89% of these students did not possess a bank account. These unanticipated challenges present urgent curriculum and pedagogical revisions in collaboration with the Native community to develop the course addressing student issues. Other challenges I faced, was my own lack of knowledge in the overall Aboriginal band council structure, the election process, holidays, payments and tax structure, medical insurance, social assistance and particularly, the definition of an Aboriginal family. I was also presenting material and using examples from textbooks were Native people and their way of living was clearly not represented among the pictures or resources.

Based on my teaching experiences, I recommend the way to better align relationships between non-Native instructors (teaching finance or ICT curriculum) and First Nation cultures, is to exhibit a sound knowledge in Native ownership of resources, inheritance, concepts to Native economic, technological growth and profits. In order for instructors to model a holistic and culturally inclusive Aboriginal curriculum as described in the Aboriginal Awareness Program (UNB, 2007) training manual, instruction must center financial examples on Aboriginal barter systems, competition, and view nature as a being and not a resource.

A refining in curriculum, such as PF, and the promotion for instructional awareness on the financial differences within Aboriginal cultural is crucial for student success. According to Toulouse’s research (2002) Aboriginal curriculum and pedagogy must be meaningful and representing to Aboriginal contributions, innovations and technological inventions, thus including real-life experiences in place of textbooks; a holistic method. Based on her findings as well, Battiste (2002) recommends and encourages current publishers with a history of commitment to Native education to partner and support First Nations textbook initiatives to produce audio and visual representations using Native life and language (p.36).

trace your steps

Every day, technology is integrated into Aboriginal curriculum to transform learning outcomes into applicable real-life experiences and Geomatics technology is just one of the tools being used.

Aboriginal communities can capitalize on the integration and interpretation of new technologies in Geomatics training programs, such as, surveying, mapping, using remote sensing, and global positioning systems for futures to come. Canadian Geospatial Data Infrastructure (CGDI) promotes the use of ICT in their innovative training programs designed to support land management decisions that affect Aboriginal sustainable culture - hunting, trapping and fishing is locations with risk species.

Overall, having the technology tools and communication resources to make better informed decisions are key advantages and most common benefits.

Training Programs and Aboriginal Mapping

exploring more

Exploring the internet on First Nation curriculum has revealed related and useful links: First Nations School, Aboriginal Canada Portal, and First Nations Pedagogy

advocating for ICT in BC

A plea for equal ICT opportunities.

twenty twelve

Crossing Boundaries' Aboriginal Voice initiative is a multi-stakeholder process involving several Aboriginal organizations, federal government departments, provincial and territorial governments and the KTA Center for Collaborative Government.

From the beginning Crossing Boundaries identified the need to consider the impact of ICT on Aboriginal cultures and identifies this is documented within Aboriginal Culture in the Digital Age . It was identified that ICT can offer critical opportunities to strengthen Aboriginal cultural identify, promote sustainable community development and achieve greater self alliance. 2010, was the commitment year by all governments in Canada to bridge the digital divide for Aboriginal communities and institutions in 2005, and within the decade for all Aboriginal people. Obviously the commitment requires continuance.

According to the Aboriginal Voice National Recommendations the digital divide reflects 'disparity' or scarcity - in connectivity, hardware skills, and access to ICT that Aboriginal communities and citizens experience, much to do with geography and infrastructure (p.11). Although research describes great strides, (see November 26 post) barriers of affordability of computers and high Internet charges remain. AVNR does recommends community colleges playing a leadership role in contributing to ICT maintenance, training and future elearning strategies (p.14) Once again, reflecting on my own instructional perspective, seeking to review and integrate ICT within post-secondary community college curriculum means embrace the diversity of First Nation populations and that one size does not 'fit' all. ICT is flexible and can be easily tailored to specific solutions and possibilities.

Assess pros and cons of emerging ICT within Aboriginal government.

collaborating on the design

Drawing on the learning tools designed at University of Northern British Columbia, Evans et al. (2002) explore ‘collaborative curriculum’ developed with and used for its rural Aboriginal Nations. This collaboration in curriculum development supports designing curriculum to meet ICT and educational needs, while including First Nation Elders throughout the process.

Initial curriculum collaboration includes:
1) initiation of formal meetings with Elders to set direction and identify fundamental goals, 2) planning and establishing a central community committee to provide guidance and support ensuring consensus of the principle parties, including non-Native faculty, 3) developing a curriculum model in accordance to Aboriginal pedagogical philosophies, 4) implementation of the program, revision, and ongoing First Nation involvement, 5) program evaluation, recommendations for improvement, community assessment and survey 6) program expansion (p.14-16).

Although designing curriculum to meet the needs of a First Nations community appears to be a huge undertaking, it is paramount for success.

improving achievement

The Society for the Advancement of Excellence in Education (SAEE) of Ontario explores the current research about effective practices that lead to improved Aboriginal student achievement. During a 2006 webcast Helen Raham, an officer with SAEE, suggests that "Aboriginal education must be reflected in the curriculum and learning”. She also suggests that an active engagement of parents and the greater community in the learning circle is needed to foster student success.

Review Helen Raham's full webcast or visit the Canadian Curriculum Studies website to learn more about Ontario's strides to achieve excellent.

a first nation model

Croce writes on how the impact of residential schools on the Aboriginal community created a legacy of abuse through restriction on native languages and alienation of children from their cultures (2006). This residential or assimilation form of schooling will have lasting effects on Aboriginal generations.

By assuming that Non-Native post-secondary education can “fix” the educational gap without understanding obstacles faced in an Aboriginal community only creates a deeper divides. Non-Native academic institutions attempting to serve the need of First Nation students needs to become knowledgeable in a Canadian history that consistently socialized First Nation and Aboriginal people.

Discussions and input from Aboriginal community members, elders and councilors and training consultants need to be arranged to identify real needs. The logistics of any curriculum design inclusive to Aboriginal training, includes instructor availability, instructor sensitivity to native communities, along with resources, curriculum content (Voyageur 2001)

From my instructional perspective, designing and delivering computer training on a First Nation's Reserve is advantageous for the Native learner. For example, there are minimal logistical issues with relocating, there are financial savings, but more importantly, Native students can remain close to the family unit. Voyageur (2001) claims that advancements within ICT will have a great impact on Aboriginal people; by presenting options for them to obtain post-secondary education credentials without having to leave their community (p.102).

Researching and reviewing many models, the application of Glatthorn’s curriculum model (2008) allows for continued questioning and curriculum reassessment by all participating parties, like Native Elders and other community members. One of Glatthorn's previous versions consisted of designing curriculum to benefit the community, to create a stronger knowledge base for faculty, and to design quality personalized learning experiences and scenarios rather than only specific subject materials (Glatthorn, 1993).

A collaborative adaptation of these curriculum models can best meet the educational and ICT needs of First Nation communities to strongly engage Native students as successful life-long learners.

root to life-long learning

Accessing and using technology on First Nations has its challenges. According to Downing (2002) Aboriginal communities face combined challenges with implementing technology and learning. He describes the learning divide, the socio-economic divide and the digital divide as the three definitive struggles. He affirms that overcoming these struggles by means of greater accessibility, rich relevancy, and embracing the diverse settings used for learning and education, will lead to effective life-long learning.

Manuel explains in his work (as cited in Kirkness 1999, p. 9) that the Native philosophy of learning and teaching is a part of living, both for the teacher and student – life long commitments. Therefore, for any curriculum or pedagogical changes made, the curriculum must ensure that Native educational experiences are relevant and meaningful to the Native student. Kirkness (1999) also assesses changes in Native education as a reversal in traditional holistic psychology, where the most common approach to curriculum design is to interject parts of Native culture into curriculum, “rather than having culture as a basis of the curriculum” (p.15).

It begins at the root. A variety of literature outlines that aboriginal education is successful including Spronk (1995), who describes that if improved accessibility along with historical, economical, cultural and political situations are addressed and discussed by all key players, including participation from post secondary institutions. The root will continue to grow.

know your students' curriculum

A lifelong advocate for Aboriginal education, Verna Kirkness (1999) claims a radical approach is needed in Indian education and that Natives must put into practice the goals and objectives based on their philosophy of education. She urges that “Aboriginals need to disestablish many of the current educational practices related to institutions failing to meet Aboriginal needs and that Aboriginal education should return to a traditional holistic curriculum approach”. (p.14) When asked how my students begin to overcome educational barriers, here are their responses:

Kirkness (1999) also assesses changes in Native education as a reversal in traditional holistic psychology, where the most common approach to curriculum design is to interject parts of Native culture into curriculum, “rather than having culture as a basis of the curriculum” (p.15). From my own experiences, trying to administer routine learning activities and assessments within an Aboriginal culture can be instructionly fatal. Furthermore, continuing to do so without collaboration can only harbour resentment and further the divide.

During my interview with any Elsipogtog Elder, I asked how important it was for community involvement within designing skilled trades curriculum, like Carpentry. It was evident that developing skilled trades is extremely important to an Aboriginal community and equally important is the contribution from their community throughout the curriculum process and the work place:
“If we (Natives) build our community, we will respect the professional or Elder building it; however, if the white man contractor builds houses on Native land, a sense of pride is lost in the building. Natives need to feel that the building comes from their trees, nature, spirit, people and their community. We use the land and build with the land. This was something that we wanted our men and women to respect and continue learning to respect it. We hope to train them to become trainers for the community; inspiring others to do the same and eventually no longer depending on the white man for assistance” (Lionel Levi, March, 2010).

Getting to know my students meant getting to know the people. Nadia Myre's short documentary film captures exactly what that means to me.

equal access to education

In November 2010 the Ombudsman and Child and Youth Advocate of New Brunswick released their 3rd Annual State of our Children and Youth Address: The Right to Identity, Culture and Language: A Child's Path to Development.

Article 28 refers New Brunswickers to question why so many of NB First Nations children are deprived of the opportunity to "access primary, secondary and post-secondary educational services in conditions to true equality" (p.42). After some investigation, a growing body of researchers find Native students are facing invisible barriers within the admissions process to post-secondary education. These barriers include, housing logistics, a lot of red tape, limited travel, and the overwhelming sense of being “stuck at the door” (Brigham, 2008, p. 2). Levin’s (2009) research identifies a gap in Native education for non –Native and Native students. By 2006, nearly 40% of Native people in Canada had not completed secondary school compared to just over 20% of the total population. However, within the last decade the proportion of Native people who are high school graduates has grown from 54% to 66% (Levin, 2009).

Sustainable societal plans of actions must be put in place, to improve post-secondary access and outcomes, as First Nation graduates will seek to complete college diplomas and identify opportunities to enter the work force – only to be faced with hidden and visible academic entrance barriers.

So, as we watch how quickly education is changing in NB, we must prepare all students.



Also, listen to Denise Williams, youth initiative officer for the First Nations Education Steering Committee, discuss how ICT can strengthen First Nations education and curriculum:

many miles of ICT

On November 17th, 2010, I participated in a video conference hosted by Chief Matthew Kakekaspan of Fort Severn First Nations in Ontario. Fort Severn is Ontario's most northern community. Chief Kakeaspan used this conference to introduce the empirical findings from a comprehensive study on the many digitally un-served Aboriginal communities in Canada named: Putting The "Last Mile" First: Re-framing broadband development for First Nations and Inuit communities. This draft report is the collaborative effort of universities (UNB & Simon Fraser)and First Nations councils, interviews, and key note technical administrators. This report is unlike any other I've encountered. It encompasses all aspects between the first and last mile of development to close the digital divide gap facing First Nations - including failures and community stories, best practices, broadband infrastructure challenges, connectivity services, and application of the technology to health, education, government, culture and language.

Chief Kakeaspan elegantly compares the 'first mile' of this long ICT journey like any journey through life; preparation, planning, proper equipment and becoming connected and unified with your nature, your people and community. He also described initial apprehension and concern for the impacts of technology on his community while respecting the economies of scale on affordibility in long term committments. Fort Severn listened, and soon became connected to the First Nations bulletin board within KNET, with hopes to further benefit from all First Nation initiatives. Chief Kakeaspan believes in the importance of technology, he stressed, "if it can work in Fort Severn, we can make it work anywhere by involving and embracing technology and the community". Conference participants debated government and institutional support, along with the need for training adn education. You can watch the conference video on the Northern Ontario Chief's non-political Council website. The final report is set to be released in December 2010, here is the full draft report.

enriching lives

First Nation Curriculum developed from my reflections on past experiences as a non-Native instructor learning the ways of curriculum through the eyes of my students in Elispogtog First Nations reserve in New Brunswick.

These life-altering experiences have fed my personal and academic hunger to further explore the application of information, communications, and technology (ICT) in First Nations curriculum, and to study the many barriers facing these communities.

This blog chronicles the 'digital divide" as a struggle not soon overcome; however, it more importantly connects community, agency, and current educational research modelled for it's best practices to enrich the future of Aboriginal education not only in NB, but across Canada beginning with a news report of a Manitoba high school using ICT technology to not only invest in infrastructure, but to invest in futures: