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First Nations Technological Divide 1
First Nations Technological Divide
Kevin Kaiser 88480975
University of British Columbia
ETEC 511 64B
Marianne Justus, Ph.D.
November 29, 2006
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First Nations Technological Divide
Do the current plans for teacher training and governmental input place the focus
of First Nations education in line with the pressing needs of First Nations learners in the
current and looming digital age?
Introduction
In order for First Nations students to be successful in the current practice of
education, they need to be engaged in the material. Further, the curriculum must bridge
the old with the new, and embrace technological advances while respecting traditional
ways of knowledge. By mixing the old ways of knowing with technology, First Nations
learners can empower themselves and ensure that learning is not static. The current
educational divide with respect to First Nations education must be bridged by all levels of
government, and all First Nations organizations in Canada to incorporate real global
knowledge for the students.
Educational Divide
Historically, in Canada, there are many aspects of the education system that have
failed First Nations learners. From residential schools and the abuse tied to the residential
schools, to contemporary public schools and the low graduation rates. While it is easy to
track the numbers of failures, it is not so easy to track and pinpoint the successes. First
Nations people once spoke multiple languages just to do business with the surrounding
people and early settlers. This proved their capability to adapt to new surroundings and
thrive in a new world. Technology in First Nations education is another idea that is being
implemented in some schools, but it needs time, understanding and educated
professionals to reach its full potential for First Nations learners. Technology has the
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First Nations Technological Divide 3
capability to help many social aspects of life, but for this paper, educational technology
will be the focus. The various bands, all levels of government, the many students and
streamlined funding are needed to act harmoniously in order to achieve the success of
technological implementation with regard to First Nations learners.
Hiwarde and Rajyalakshmi state, The term digital divide refers to the socio-
economic difference between communities with regard to their access to computers and
the Internet. The term also refers to gaps between groups in their ability to use
Information Communication Technology (ICT) effectively, due to users' differing literacy
and technical skills, and the gap in availability of quality and useful digital content.
(Hiwarde and Rajyalakshmi, 2006) At the heart of the divide is the success rate of the
learners themselves. Dealing with First Nations education requires that the people
attempting to enhance graduation rates of First Nations learners fully understand the task.
Narrowing the digital divide will take incentives from all levels of government and
implementing the technologies that will respect and enhance First Nations culture.
Each level of government has its own incentive, and there must be viable reasons,
outside of the need to help First Nations youth, to implement real plans for the future of
First Nations youth. Hiwarde and Rajyalakshmi state, Bridging the digital divide also
means making sure that people, wherever they may live, can obtain access to digital
content that is localized, culturally relevant and available for use. (Hiwarde and
Rajyalakshmi, 2006) The Assembly of First Nations (AFN) state in their pre-budget,
The First Nations population is burgeoning, young, diverse and mobile. The First
Nations population is a potential resource to address labour shortages in Canada. (AFN,
2005. p.2) The incentive of the AFN is for the betterment of First Nations as a whole, but
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First Nations Technological Divide 4
they must place any money into viable, working options for the various communities
specifically teacher training. First Nations tribes across Canada are as diverse as the land
across Canada, and each has its own needs, but technology in education can be the one
common goal for all bands across Canada.
Implementing Strategies
The government of Canada funds organizations such as the AFN. This means that
the AFN must abide by the wishes of the Canadian government. Also, the AFN is
attempting to please the First Nations population with policies geared toward cultural
sustainability. This is a good and noble goal, but it comes at a large price to the
immediate needs of First Nations youth in terms of real help in providing a viable
relevant plan in an increasingly digital dependant education system and work force. With
3.9 billion dollars to work with, the AFN has the means to implement many strategies.
(AFN, 2006. p. 6).
The isolation that many of the First Nations reserves experience is part of the
problem that needs to be addressed by organizations like the AFN and the Canadian
government. One of the ways to overcome this issue, in terms of education, is distance
learning through the Internet. Various levels of government and First Nations
communities in partnership with businesses have to work together to make these plans
become a working reality.
First Nations Schoolnet (FNS) aimed to be part of the solution by bringing
knowledge of communication technologies through web based video, audio and text
conferencing. The program has been cut back, but there are positive aspects of the
program. More specifically, the FNS curriculum is comprised of two seventy-hour
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First Nations Technological Divide 5
courses that provide hands on experience in the IT sector. Specifically, students learn
how to build a computer, install and run operating systems and gain a base understanding
of local area network (LAN) architecture and networking protocols The IT Essentials
II course is also 70-hours in length and incorporates hands-on learning to give students an
overview of network operating systems. The course is a stepping stone to help prepare
students for careers in the IT field. This program fit the needs of the remote
communities and provided an entry point in a previously unexplored field for many First
Nations communities.
Public and private money was implemented to boost the use of the Internet in
remote communities across Canada. First Nations Schoolnet was the major project
implemented under this strategy. From 1993-1999, Industry Canada spent $7.3 million
to pay for one computer in each of the 420 schools to be connected to the satellite
technology DirectPCTMInitially, feedback was positive (Carr-Chellman, 2005).
While it seemed that a magic bullet for First Nations education was found, there were
usability barriers and lack of understanding implementing this initiative.
The First Nations Education Council did a comprehensive study on technology with
regards to First Nations schools. Their findings were reported in 2003. The top three
barriers to ICT usage are: lack of teacher training, outdated/slow/not enough equipment
and lack of knowledge on how to integrate ICTs into classroom/school use. (FNEC.
2003, p. 4). These findings are represented right across Canada, which means that there is
a general lack of understanding when technology and the classroom are concerned -
specifically with Schoolnet. The same study reports, Most schools listed at least one
main educational need of the school. The three most common responses from the schools
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include: budget, training and space (lack). (FNEC. 2003 p. 9). The Ministry of
Education has spent time and money on Schoolnet, but there is a large divide on
effectively implementing the program Canada wide. Canadian students have been toted
as the trial students for Schoolnet, and even after the federal money has been stripped
down, educators must learn from what has worked and what has not worked with
Schoolnet. Teacher training and updating computers, with the majority of computers
being Pentium I, are essential before setting up any type of distance education course.
The key component to improving First Nations education with technology is
addressing the First Nations students needs. Many middle schools in British Columbia
are implementing a laptop program for all students in the grade seven year. In 2005 the
Ministry of Education provided $2.1 million to support 12 school districts in piloting the
use of wireless student laptop computers in schools. (Ministry of Education, 2005). First
Nations students, in remote areas, will be behind the rest of the student body once again
unless IT education is implemented quickly and efficiently. Thus, the school becomes
the key place where this technology is available for students to use and become
familiarized with. For this fact, the communities believe it is crucial that Internet access
as well as training be made available to the communities. (FNEC. 2003 p. 22).
If a First Nations student enters into the middle school years behind in IT skills,
that student will have a greater chance of dropping out of school altogether. Again, the
school system will have failed the First Nations community by failing to adequately
address the long-term needs of the learners. The whole point of IT solutions are to make
things easier for students to deal with the growing needs of the labour force. This is not
something that can sit on a shelf somewhere in Ottawa. This needs to be addressed to
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ensure the mistakes of the past regarding First Nations learners and the public education
system are not repeated. By being proactive, the policies that are put forth will undergo
less scrutiny by the First Nations populace.
Many teachers get tired of the same rhetoric regarding First Nations education.
All too often First Nations youth slip through the cracks left open by teachers, and the
dropout rate continues to rise in First Nations communities. David Rattray stated the
uphill battle educators face when working with First Nations youth.
1) Pain at home... one or more parents with addictions.
2) Extreme skipping from classes....they may go to school and 'wander' the halls
much of the day.
3) When skipping, they usually go with one or two other students and smoke
pot/etc.
4) Can not focus for any length of time in a class before their problems surface
and they end up 'running around in circles' trying to solve problems they don't
have the skills/knowledge/attitudes to deal with.
5) Lots of drug, alcohol, violence, sexuality, stealing, selling.
6) Many suicidal and/or cutting.
7) A few are mentally challenged but not enough to qualify for serious behavioral
support.
8) They ALL 'want the pain to go away' Because of their behaviors/attitudes,
many teachers do not like working with these students....it's easy to
suspend/expel/do nothing with these students.
(D. Rattray, personal communication, November 23, 2006).
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All of the technology in the world will not solve the problems of the
disadvantaged youth. There is a need for professionals that are able to not only implement
the technology, but professionals that can work with the technology. The First Nations
population is in dire need of people able to do both of these at once for a sustained period
of time. Too often people have had the right idea, but were without financial backing, or
they were in the financial position to do something, but did not have the right idea. There
are excellent programs available, but if they are not delivered with passion and relevance,
they will fail like every other program used as a magic bullet for First Nations education.
Working Initiatives
One very successful project that addresses the needs of a community is in Canim
Lake BC. Canim Lake has just over five hundred members, with seventy five percent
living on reserve. Canim Lake is partnership with Gonzaga University and UNBC where
the Universities allow the band members to complete a seven-year degree in business or
education without leaving the reserve. By allowing band members to earn a degree on the
reserve, the members will have more reason to stay and work on the reserve. They have
had twenty-one graduates from this course, and continue to enroll band members. This
scenario gives the youth some local people to emulate, and parents who set high
standards for their children. The success lies within the community being an active part of
the solution to First Nations education.
This shift in thinking towards Canadas remote communities by the Universities is
one of the very success stories that must be emulated across Canada. Dr. Jago states,
Rather than viewing these protocol agreements as concessions, UNBC sees them as
progressive and enlightened adaptations of established Western university traditions
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adapted to the realities of a post-colonial society, where cultural diversity is celebrated
and different peoples are accorded respect. (Jago, Dr. Charles.) The helpful aspect of the
new technology is the fact that it is mobile, and it is immediate. Distance learning, online
learnings precursor, had too many problems to list, but the main problem was lack of
motivation, by the students, to finish the course. In a rather short time period, distance
learning has grown to suit the needs of the people taking courses at home, but as they
continue to evolve, they need to be implemented in the right places.
The Ministry of Education is one of the key players in First Nations education,
and even their most modest initiatives have had some success. Abnet, implemented by the
Ministry of Education, is a listserve that brings professionals together on one forum
where they can discuss First Nations issues relating to education. As a communication
tool, Abnet is shown to be effective for information-sharing and keeping people
connected throughout the province about Aboriginal education. In addition to providing a
discussion site on relevant issues and trends in Aboriginal education in British Columbia,
the listserve is used to post upcoming events, activities, current literature and information
about Aboriginal education here and in other jurisdictions. (Ministry of Education,
2005). To the many people that work with First Nations students, Abnet has proven to be
a good resource to share ideas, and address needs with workable solutions for First
Nations education.
Abnet has many passionate professional members who contribute to the growing
list of ideas regarding First Nations education on a regular basis. The listserve allows
people to say what they feel is right with education, and what they feel is wrong with
education. After sharing ideas on what in place for First Nations education, a quote from
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Resources
Assembly of First Nations, 2005.First Nation Education Action Plan. Retrieved
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November 14, 2006 from, http://www.afn.ca/cmslib/general/Education-
Action%20Plan.pdf
Carr-Chellman, A. (Ed.) (2005). Global Perspectives on E-Learning: Rhetoric and
Reality. Thousand Oaks, CA: Sage.
First Nations Education Council, 2003.First Nations Schoolnet. Report on the
Comprehensive study of Schools Needs. Retrieved November 18, 2006
from, http://www.cepn-fnec.com/eng/index.html
Hiward, M., Rajyalakshmi, 2006.E-content Awards. An Initiative for Bridging the
Digital Divide in India and Worldwide. Retrieved November 20, 2006 from
http://www.dlib.org/dlib/november06/hirwade/11hirwade.html - 1
Jago, Dr. Charles, 2004.Breaking with Tradition. Retrieved November 16, from
http://www.affairesuniversitaires.ca/issues/2004/junejuly/breakingtradition_01.ht
ml
Ministry of Education, 2005. Aboriginal Education. Retrieved November 16, from
http://www.bced.gov.bc.ca/abed/subscribeabnet.htm
Ministry of Education, 2005.Laptop Initiative. Retrieved November 16, from
http://www.bced.gov.bc.ca/onetoone/
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