Skip to main content
SpringerLink
Log in

The Ancestor Project: Aboriginal Computer Education Through Storytelling

  • Chapter
  • First Online:
E-Learning Systems, Environments and Approaches

Abstract

The goal of the ANCESTOR program is to use digital storytelling as a means to promote an interest in technology for Aboriginal learners and to increase cultural literacy. A curriculum was developed and first tested with Aboriginal students at the LÁU, WELNEW Tribal School near Victoria, British Columbia, Canada. Based on feedback from both teachers and students, the curriculum was updated and then tested with non-Aboriginal students. Following more refinements, the curriculum was then delivered to Aboriginal learners using several different approaches depending on local needs. One was a summer camp that took place within a First Nations community over three weeks, and another a special elective for grade 6 Aboriginal students at Shoreline Middle School in Victoria. In two remote communities on British Columbia’s west coast, two different three-day workshops were delivered. The results from all these deliveries highlight student engagement, cooperation and imagination plus an increased interest in technology. However, despite a rich First Nations storytelling tradition, youth were unable to provide cultural perspective in their stories and hence a lack of cultural transference is indicated. Next steps will include more emphasis on the integration of technology with the use of traditional language(s), as well as the inclusion of elders and time “on the land”.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • 21st Century Literacy Summit. (2005). A global imperative. The report of the 21st century literacy summit. Austin: The New Media Consortium.

    Google Scholar 

  • Assembly of First Nations (AFN). (2009). Community dialogues on first nations holistic lifelong learning. Learning as a community for renewal and growth. http://www.afn.ca/uploads/files/education2/community_dialogues_on_first_nations_holistic_lifelong_learning,_2009.pdf. Accessed 5 June 2013.

  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool In C. Crawford et al. (Eds.), Proceedings of society for information technology & teacher education international conference 2006 (pp. 647–654). Chesapeake: AACE.

    Google Scholar 

  • Becker, M. R., Winn, P., & Erwin, S. (2013). Leverage learning in the university classroom In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Cognition and exploratory learning in digital age: Proceedings of the IADIS international conference (pp. 290–296). Fort Worth: International Association for Development of the Information Society. (22 to 24 October).

    Google Scholar 

  • Bella Bella Community School. (2014) Mission statement. https://www.bellabella.ca/school/index.php/about/mission-statement. Accessed 30 May 2013.

  • Belland, B. R., Gu, J., Armbrust, S, & Cook. B. (2013). Using generic and context-specific scaffolding to support authentic science inquiry In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Cognition and exploratory learning in digital age (CELDA 2013): Proceedings of the IADIS international conference (pp. 185–192). Fort Worth: International Association for Development of the Information Society. (22–24 October).

    Google Scholar 

  • Brown, C. (1995, April). The light that kindles their eyes: Improving cultural awareness through storytelling. Paper presented at the Central States Communication Association Conference, Indianapolis, Indiana. (As reported by Burk, 2000).

    Google Scholar 

  • Burk, N. (2000). Empowering at-risk students: Storytelling as a pedagogic tool, 86th Annual Meeting of the National Communication Association, Seattle, WA, November, 2000. ERIC#: ED447497.

    Google Scholar 

  • Cappon, P. (2008, May). Measuring success in first nations, Inuit and Métis Learning. Policy Options 29 (5)60–66.

    Google Scholar 

  • Canadian Council on Learning (CCL). (2007). First nations holistic lifelong learning model. Living draft. http://www.ccl-cca.ca/pdfs/RedefiningSuccess/CCL_Learning_Model_FN.pdf. Accessed 24 May 2013.

  • Canadian Council on Learning (CCL). (2008). Improving literacy levels among Aboriginal Canadians. http://www.ccl-cca.ca/pdfs/LessonsInLearning/Sep-04-08-Improving-literacy-levels.pdf. Accessed 24 May 2013.

  • Canadian Council on Learning (CCL). (2010). State of learning in Canada: A year in review, (Ottawa: 2010). http://www.ccl-cca.ca/pdfs/SOLR/2010/SOLR-2010-Report-FINAL-E.pdf. Accessed 24 May 2013.

  • Central Coast Regional District (CCRD). (2014) Bella Bella. http://www.ccrd-bc.ca/communities/bella-bella.php. Accessed 7 Jan 2014.

  • Davies, J. (2013). Don’t waste student work: Using classroom assignments to contribute to online resources In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Cognition and exploratory learning in digital age: Proceedings of the IADIS international conference (pp. 389–392). Fort Worth: International Association for Development of the Information Society. (22 to 24 October).

    Google Scholar 

  • Duveskog, M., Sutinen, E., Tedre, M., & Vesisenaho, M. (2003). In search of contextual teaching of programming in a Tanzanian secondary school. In Proceedings of frontiers in education, 2003. FIE 2003 33rd annual, 2, F3B_9-F3B_14.

    Google Scholar 

  • Edwards, H. K., Gersting, J. L. & Tangaro, T. (2007). Teaching Alice in Hawai’i: Cultural perspectives. 37th ASEE/IEEE Frontiers in Education Conference. October 10–13, 2007. T3A-1–T3A-5.

    Google Scholar 

  • Egan, K. (1989). Memory, imagination and learning: Connected by the story. Phi Delta Kappan, 70(6), 455–59.

    Google Scholar 

  • First Peoples Cultural Council. (2012, June 18). New app enables indigenous language speakers to text in their languages. News Release from First Peoples Cultural Council. http://www.firstvoices.com/FVChatPressReleaseJune182012.pdf. Accessed 5 June 2013.

  • Fleming, R., & Southwell, B. (2005). An investigation of some factors in the education of Indigenous Australians. Australian Association for Research in Education Conference Parramatta 2005.

    Google Scholar 

  • Hopkins, C. (2006). Making things our own: The indigenous aesthetic in digital storytelling. Leonardo, 39(4), 341–344.

    Article  Google Scholar 

  • Jukes, I. (2006, September). Understanding digital children: Teaching and learning in the new digital landscape. The InfoSavvy Group. Prepared for the Singapore MOE Mass Lecture. http://www.ibo.org/ibap/conference/documents/IanJukes-UnderstandingDigitalKids.pdf. Accessed 7 June 2013.

  • McKeough, A., Bird, S., Tourigny, E., Romaine, A., Graham, S., Ottmann, J. & Jeary, J. (2008). Storytelling as a foundation to literacy development for aboriginal children: Culturally and developmentally appropriate practices. Canadian Psychology, 49(2), 148–154.

    Article  Google Scholar 

  • Native Indian Brotherhood. (1972). Indian control of Indian education. http://64.26.129.156/calltoaction/Documents/ICOIE.pdf. Accessed 14 June 2013.

  • Nielsen, J., Majgaard, G., & Sørensen, E. (2013). Self-assessment and reflection in a 1st semester course for software engineering students In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Cognition and exploratory learning in digital age: Proceedings of the IADIS international conference (pp. 150–158). Fort Worth: International Association for Development of the Information Society. (22 to 24 October).

    Google Scholar 

  • Porter, B. (2006). Beyond words. The craftsmanship of digital products. ISTE Learning & Leading with Technology,(33)8 28–31.

    Google Scholar 

  • Richards, C. (2004). From old to new learning: global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education. Globalisation, Societies and Education, 2(3), 337–353.

    Article  Google Scholar 

  • Schifter, C. C., Cipollone, M., & Moffat, F. (2013). Piaget, inhelder and minecraft In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Cognition and exploratory learning in digital age: Proceedings of the IADIS international conference (pp. 210–216). Fort Worth: International Association for Development of the Information Society. (22 to 24 October).

    Google Scholar 

  • Statistics Canada. (2008). Aboriginal peoples in Canada in 2006: Inuit, Metis and First Nations, 2006 Census. Catalogue no. 97–558-XIE. http://www12.statcan.ca/census-recensement/2006/as-sa/97–558/pdf/97-558-XIE2006001.pdf. Accessed 10 May 2013.

  • Sussex, J. (2012). Digital storytelling: Literature review. http://teamlab.usc.edu/Digital%20Storytelling%20FINAL%202012.pdf. Accessed 12 June 2013.

  • Todd, L. (1996). Aboriginal narratives in cyberspace. In Immersed in technology: Art and virtual environments. New York: MIT Press.

    Google Scholar 

  • WebWire (2007, December 10). Professor developed alice animation tool to teach computer programming. WebWire, Monday, 10 Dec 2007. Accessed 31 May 2013.

    Google Scholar 

  • Weston, M., & Biin, D. (2011). The ANCESTOR (AborigiNal Computer Education through STORytelling) Project: Aboriginal Youth Engagement in Alternative Careers. In T. Bastiaens & M. Ebner (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2011 (pp. 1698–1702). Chesapeake: AACE.

    Google Scholar 

  • Woolman, D. C. (2001). Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries. International Education Journal, 2(5), 27–46.

    Google Scholar 

  • Yamauchi, L. A. (2003). Making school relevant for at-risk students: The Wai’anae High School Hawaiian studies program. Journal of Education for Students Places At Risk, 8(4), 379–390.

    Article  Google Scholar 

  • Yong, D. L., & Hoffman, E. (2013). Technology in Hawaiian language immersion program schools: Teacher narratives of change. In Proceedings of World conference on educational multimedia, hypermedia and telecommunications 2013 (pp. 1328–1332). Victoria: AACE.

    Google Scholar 

  • Young-In, G. (2008). Conflicts, discourse, negotiations and proposed solutions regarding transformations of traditional knowledge In R. Hulan & R. Eigenbrod (Eds.), Aboriginal oral traditions. Theory, practice, ethics (pp. 61–78). Halifax: Fernwood Publishing.

    Google Scholar 

Download references

Acknowledgements

The work with Aboriginal youth, schools and communities was supported by a PromoScience grant from the Natural Sciences and Engineering Research Council (NSERC) awarded to Dr. Marla Weston. A BC Campus grant supported work with adult learners and the development of video tutorials. The BC Campus grant was awarded to both authors in partnership with Emily Carr University of Art & Design, Carnegie-Mellon University, the University of Hawai’i at Hilo and the WSÁNEĆ School Board.

We also want to acknowledge and thank all the Capstone Computer Science students and fine arts graduates who have worked with us on this program to build relevant curriculum and assets.The elders, secondary educators and First Nation communities who have invited us into their learning spaces are much appreciated and this chapter is dedicated to their graciousness and willingness to contribute to this program.

We all support and serve Aboriginal students in their lifelong learning journeys.

Author information

Authors and Affiliations

  1. Camosun College, 4461 Interurban Road, V9E 2C1, Victoria, BC, Canada

    Marla Weston

  2. Centre of Excellence in Teaching and Learning, Camosun College, 3100 Foul Bay Road, V8P 5J2, Victoria, BC, Canada

    Dianne Biin

Authors
  1. Marla Weston
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dianne Biin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marla Weston .

Editor information

Editors and Affiliations

  1. Universidade Aberta, Lisbon, Portugal

    Pedro Isaías

  2. College of Information, University of North Texas, Denton, Texas, USA

    J. Michael Spector

  3. Deakin University, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  4. Digital Systems Ctr. Res. & Technology Hellas (CERTH), University of Piraeus Dept. Technology in Education &, Piraeus, Greece

    Demetrios G. Sampson

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Weston, M., Biin, D. (2015). The Ancestor Project: Aboriginal Computer Education Through Storytelling. In: Isaías, P., Spector, J., Ifenthaler, D., Sampson, D. (eds) E-Learning Systems, Environments and Approaches. Springer, Cham. https://doi.org/10.1007/978-3-319-05825-2_20

Download citation

Publish with us

Policies and ethics

Search

Navigation