Digital Storytelling: A Case Study of Aboriginal Youth Engaging in Technology
Marla Weston, Dianne Biin, Camosun College, Canada ; Brenda Pohl, Shoreline Middle School, Canada
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Expanding upon results from a pilot study at the LÁU,WELNEW Tribal School near Victoria, British Columbia, Canada, a new curriculum was developed with a focus on increasing digital and cultural literacy with Aboriginal students. The new curriculum was tested using two different approaches. The first was a summer camp that took place within a First Nations community over three weeks with participants between of ages of 11 to 22 years. The second was a special elective for grade 6 Aboriginal students at Shoreline Middle School. The results from both these studies highlight student engagement, cooperation and imagination. However, in spite of a rich First Nations storytelling tradition, youth were unable to provide cultural perspective in their stories which demonstrates the lack of cultural transference. Next steps will include more emphasis on the use of traditional language(s), as well as the inclusion of elders and time "on the land".
Weston, M., Biin, D. & Pohl, B. (2013). Digital Storytelling: A Case Study of Aboriginal Youth Engaging in Technology. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1318-1326). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
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Education as Reconciliation: Global Citizenship Curriculum, Digital Technologies and Indigenous Resurgence
Hoa Truong-White, University of Ottawa, Faculty of Education, Canada
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 334–339
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