Module 1 Weblog – J Mortlock

Although I have yet to decide on a specific area of research with my weblog, I thought I would try to gain some insight on the ways of knowing that can be shared using technology and the protocols surrounding the sharing of this information.

Dyson, L. E., & Underwood, J. (2006). Indigenous people on the web. Journal of theoretical and applied electronic commerce research1(1).

  • In this article, the authors examine the ways in which Indigenous people around the world have been engaging with the internet to reconnect and build their collective knowledge by creating a bank of websites. In their research, the authors found challenges for Indigenous people of the web, including access to technology, low digital literacy and connectivity difficulties. In order to conduct the study, protocol for evaluating the websites needed to be created. The authors concluded that despite the many valuable Indigenous-created sites available online, with limited access in the Indigenous communities, the question arises as to whom these websites are designed.

Kaminsky, J. (2012). First Nations ways of knowing: Developing experiential knowledge in nursing through an Elder in Residence Program. First Nations Pedagogy.

  • This site details of the integration of an Elder in Residence Program initiated in the nursing degree at Kwantlen Polytechnic University. The program was designed as a way of bringing in experiential knowledge about the land, Elders, traditions, and ceremonies to make meaning of the learning. The site explains the connections between Indigenous teachings of experiencing, reflecting and acting to 21st century learning. It also provides a link to a First Nations Healing site, for which nursing members and the community can promote self-governance through discovery and understanding of traditional teachings.

OLPC Canada. (2010).

  • The OLPC (One laptop per child) program is a non-profit organization that connects donors with Indigenous youth that lack the funding for access to technology. The website offers some statistics as to the severity of the lack of technology in the hands of Indigenous youth across Canada. It also provides a number of samples of student work created by success stories of those who have received access to ipads or laptops to share in the learning of Indigenous culture.

Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education22(1), 16.

  • In this article, Battiste highlights the struggles faced by Indigenous youth as education shifts and transforms with new insight towards the goals of Eurocentric education in conjunction with Aboriginal values. The emphasis is on finding ways take on active participation to contribute to the development of curriculum for the transformation of knowledge. Battiste emphasizes the need for decolonization to rebuild the principles for which education should be built on. Linguistic competency and discrimination are highlighted as challenges faces by First Nations on their journey to transform education.

Carpenter, P. Utilizing Technologies to Promote Education and Well-Being: A Kuhkenah Network. Learning, Technology and Traditions: Aboriginal Policy Research. 6(8). (119-139).

  • This article introduces the Kuhkenah Network (K-Net), a First Nations network established out of Ontario to support the implementation and use of technology in remote and rural communities. The article presents four case studies intended to share the important work being carried out under the K-Net, and the history of its development. The article emphasizes the importance K-Net has in reinvigorating culture between groups too distant to connect regularly as well as positive changes that have occurred since the network’s founding.

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