Tag Archives: Module 1

M1P5: Indigenous Education Resources

This website houses some amazing information for Indigenous Education.

A school is also highlighted on this website:

“Nala’atsi is a school based in Courtenay, British Columbia for students with Indigenous ancestry in grades 10 to 12. It is a 10 month program that provides individualized support for students whose needs have not been met in a mainstream classroom setting. Nala’atsi aims to give students a sense of community and belonging, a safe and compassionate learning environment, as well as access to a variety of exciting cultural activities within the community and beyond.”

M1P3: Indigenous Culture-Based School Mathematics in Action

Indigenous Culture-Based School Mathematics in Action: Part I: Professional Development for Creating Teaching Materials

  • This first of a pair of articles describes a professional development project that prepared
    four non-Indigenous mathematics teachers (Grades 5-12) to implement Canada’s Truth and
    Reconciliation Commission’s (TRC, 2016) notion of reconciliation: cross-cultural respect through
    mutual understanding

https://scholarworks.umt.edu/tme/vol18/iss1/9/

Meyer, Sharon and Aikenhead, Glen (2021) “Indigenous Culture-Based School Mathematics in Action: Part I: Professional Development for Creating Teaching Materials,” The Mathematics Enthusiast: Vol. 18 : No. 1 , Article 9.

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Indigenous Culture-Based School Mathematics in Action Part II: The Study’s Results: What Support Do Teachers Need?

  • The research question: What precise supports must be in place for Grades 5 to 12 teachers to enhance their mathematics classes in a sustainable way with Indigenous mathematizing and Indigenous worldview
    perspectives?

https://scholarworks.umt.edu/tme/vol18/iss1/10

Meyer, Sharon and Aikenhead, Glen (2021) “Indigenous Culture-Based School Mathematics in Action Part II: The Study’s Results: What Support Do Teachers Need?,” The Mathematics Enthusiast: Vol. 18 : No. 1 , Article 10.

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*June 20 – Edit*

I came across this resource that pulls together the above two pieces of research. It is from the McDowell Foundation, which provides grants for teacher-led research projects in Saskatchewan.

Culture-Based School Mathematics for Reconciliation and Professional Development

M1P2: British Columbia’s FPPL

First People’s Principles of Learning

  • Looking forward to referencing this document and incorporating these principles into my classroom, and seeing how they can align with Alberta curriculum.
  • I also found this link as an “informational URL” on the BC Government’s website, offering suggestions for how teachers can include the FPPL in their classrooms.

M1P1: The Alberta TQS

“The professional practice of all Alberta teachers is guided by the Teaching Quality Standard (TQS). This standard is the basis for certification of all Alberta teachers and holds them accountable to the profession and to the Minister of Education.”

In 2008, a sixth competency was added: Applying Foundational Knowledge about First Nations, Métis and Inuit. As it is important for all teachers to keep up to date with their professional practice, the TQS is an important document that I will be referencing throughout this course.

Alberta Teaching Quality Standard infographic

Module 1, Post #2 – e-Learning for Aboriginal Students

Given the current situation within the education system amid the pandemic, many districts have opt to carry on online learning for the next school year. Is this a benefit or problem for students who live in remote areas? How about the effectiveness of e-learning for aboriginal students? As I continue to search into my inquiry question of how e-Learning could support Indigenous students in rural communities, here is an article to share:

https://www.cjlt.ca/index.php/cjlt/article/view/26386/19568

table 1

This article explores perspectives of e-Learning for Indigenous students in remote communities in Labrador. It discusses the opportunities and challenges that students in rural communities face with distant learning, and the learning needs of Indigenous students and their achievement issues that characterize aboriginal populations.

Reference:

Philpott, D., Sharpe, D., & Neville, R. (2010). The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 35(3). Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/26386/19568

Module 1, Post #1- One Laptop Per Child (OLPC)

Link:
https://nationtalk.ca/story/students-of-first-nation-school-receive-laptops-from-one-laptop-per-child-canada

In ETEC 510, I came across the One Laptop Per Child (OLPC) Initiative. The idea of providing access to a laptop to every child in developing countries sounds like a wonderful idea. Given some communities have the similar issue in accessibility in devices, I wonder if this is something that is embraced and welcomed by Indigenous people? The reason is that Ginsburg (2008) mentioned the notion of Aboriginal people viewing media and technology, which are dominated by western ideals, as a mean to “wash out” indigenous lives and cultural practices. They don’t want their traditional knowledge to be under the Western systems of intellectual property. Hence, I am intrigued to explore the effect of this initiative in aboriginal communities further more.

Reference:

Mmnationtalk (2013, May). Students of First Nation School receive laptops from One Laptop per Child Canada. Nation Talk. Retrieved from https://nationtalk.ca/story/students-of-first-nation-school-receive-laptops-from-one-laptop-per-child-canada

Mod 1 post 1 – First Nations Technology Council

This technology council is in North Vancouver, my hometown, and they are actively trying to fight for “digital equity” and “are working collaboratively with provincial and federal agencies, telecom companies, as well as partner Indigenous organizations to eliminate the digital divide and create equitable, affordable and sustainable access to digital and connected technologies for all 203 Indigenous communities in BC”. They are also working to educate Indigenous youth and adults around various technology through courses to get more people engaged with the digital economy.