First Nations Technological Divide - 511

First Nations Technological Divide 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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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 socioeconomic 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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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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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 DirectPCTM…Initially, 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 student’s 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 Canada’s 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 learning’s 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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John Hudson’s Aboriginal Learning and Healing in a Virtual World appeared in an online conversation. “Today Aboriginal peoples on Turtle Island are on the threshold of a new wave of colonialism, propelled by the new religion of corporate globalism, and the Internet is the contemporary missionary of that new religion.” (F. Hughes, personal communication, November 23, 2006). Getting all parties on the same page regarding education is a major obstacle, and will remain that way until there First Nations education is on equal footing with the rest of Canada. Conclusion In order for technology to be successful for not only the grey area students, but for all students, IT learning needs to be distributed across the curriculum and across generations. It must give the students a sense of belonging, in both their past and their future. The challenge is to blend them together in a way that is effective, and relevant to the learner. Understanding the needs of the schools, the extended family and the community will help all learners acquire the skills to be successful in the present and the future. Blending the old with the new is not the problem. It is the goal. Emancipation through strength, belief and understanding is needed to realize this goal, but there remain many financial hurdles to jump over and historic hoops to jump through. Government incentive to help alleviate the issue of enhancing the First Nations education issue needs to be fully addressed. Money spent on programs such as Schoolnet is expensive, but the small successes can be expanded into future projects. Universities delivering the proper training for teachers and communities are needed for First Nations to keep pace with the non-native population, and the present digital age.

First Nations Technological Divide

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/EducationAction%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/