Running Head: Technology Integration and Implementation in Aboriginal and Rural Schools

The Digital Divide:

Technology Integration and Implementation in Aboriginal and Rural Schools

Allison Kostiuk
Emily Aldred
Brendan Clark
Sara Martin

ETEC 500
Group Assignment 2
University of British Columbia
Professor Ercikan
April 3, 2016
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Abstract

This study examines the concept of the Digital Divide in the context of British

Columbia and western Canada. Rural and Indigenous educational settings do not often have the

same access to information technology as their urban and non-indigenous counterparts

(Assembly of First Nations, 2012). The main contributing factors in the implementation of

technology within Aboriginal and rural communities include connectivity, hardware, skills, and

access (Beaton, Carpenter, & KNET.,2014; Looker and Thiessen, 2003; Kimery &

Amirkhalkhali, 2011; Kawaliak, Wells, Connell, & Beamer (2012); Voice, 2006). A

mixed-methods approach will be used to collect quantitative survey data as well as qualitative

interview data which relates to these contributing factors and barriers to implementing

technology. The conclusions of this research study will focus on the experiences shared by

interview subjects which will broaden our understanding of the barriers to technology in these

settings, the challenges faced by the educators operating in these systems, and some local

solutions that have been used to improve access to technology.

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Purpose of the Study

The purpose of this study is to examine and describe the challenges schools face when

implementing technology in Aboriginal and rural communities. The objectives of this study are

to determine and understand the specific challenges Aboriginal and rural communities face;

which communities face the greatest challenges; and the solutions, if any, these communities

have established to circumvent the hurdles associated with the implementation of technology.

This is valuable and significant research, as 28% of Canadas Aboriginal population is aged 14

and under (Macdonald and Vieira ). Understanding that the fastest growing population of

Canada, and non-indigenous students in rural communities, need to have access to reliable

technology and support in the classroom will ensure that they are more likely and able to be

contributing citizens, which benefits all Canadians. This research will help aid government and

Aboriginal policy makers in fund and support allocation as well as educational curriculum

design.
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Perspectives

Many areas in Western Canada have steady and reliable access to technology; however,

within Aboriginal and rural communities in Western Canada many challenges exist. The

Assembly of First Nations in 2012 found that only 48% of First Nations schools have fully

equipped technology, and only 67% report good connectivity (p. 3-4). The main contributing

factors in the implementation of technology within Aboriginal and rural communities include

connectivity, hardware, skills and access (Beaton, Carpenter, & KNET.,2014; Looker and

Thiessen, 2003; Kimery & Amirkhalkhali, 2011; Kawaliak, Wells, Connell, & Beamer (2012);

Voice, 2006).

Offering steady and reliable Internet connection to rural areas is expensive; therefore

service and connection is limited which makes the implementation of technology difficult. In

some Aboriginal communities, it is noted that the amount of funding received in local schools

does not match that of current educational costs, such as teacher salaries, school supplies and

equipment (Assembly of First Nations, 2012). While not every Aboriginal or rural community

share the same issues, many experience under funding and poor facilities that ultimately affect

the overall implementation of technology in these communities (Beaton and Carpenter, 2014;

Looker and Thiessen, 2003). Another factor that contributes negatively to the implementation of

technology in Aboriginal or rural communities is the lack of support available. In remote rural

areas assistance or support is available, however it is often on a very part time basis. Not only is

technology support unavailable at all times, teachers also lack the appropriate technical training

necessary (Looker and Thiessen, 2003).

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Although Aboriginal and rural communities struggle with technology implementation

due to financial and geographical reasons, many government initiatives are being formed to

create more equitable access to all areas of Canada (Kimery and Amirkhalkhali, 2011). Federal

Programs such as, Community Access Program, SchoolNet and BRAND play an important role

in giving Aboriginal people...access to ICT (Aboriginal Voice National Recommendations).

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Description of Methods

This study will use a mixed methods research approach by integrating an explanatory

sequential design. The project will begin with the collection and analysis of quantitative data

obtained through a survey sent out to participants. These data will provide guidance to the

researchers by identifying a subset of the population of which to obtain the next phase of

qualitative data. The second set of data will be acquired through interviews conducted by the

researchers. By implementing interviews into the research project, researchers will be able to

delve into the thoughts, beliefs, and perceptions of the participants in regards to the research

topic (Mertler, 2016, p. 152). These qualitative data will then be analyzed and interpreted in

terms of describing the quantitative results obtained in the first phase of data collection (Mertler,

2016).

The population in this study will consist of schools identified as an Aboriginal or rural

school in British Columbia. This population is identified through the BC Rural & Multigrade

Teachers Association (http://www.bcruralteachers.org/), Rural Teachers

(http://www.ruralteachers.com), and the First Nations Schools Association of British Columbia

(http://www.fnsa.ca/) on their website or through contact information available on these

websites. Depending on the resulting population numbers, participants available, and results,

researchers may choose to identify these same populations in the western Canadian provinces of

Alberta, Saskatchewan, and Manitoba.

Researchers will develop one cross-sectional survey through the online platform, Survey

Monkey. A survey invitation will be sent out electronically by e-mail to the population identified
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above. The survey invitation will inform potential participants of the purpose of this study and

that their answers will remain anonymous on the research report. This survey will be open to

access for a time period of two weeks. After one week, a reminder email will be sent to potential

participants. Survey questions will gather demographic information using a nominal scale to

identify school location by district, Aboriginal designation, job title, and grade level. Attitudinal

and behavioural questions will also be incorporated into the survey using an ordinal scale to

measure participants own feelings about technology, perceived feelings of other school

employees towards technology, how technology is used in the school, and what technology is

used in the school. Post survey, participants will be asked to give their contact information so

that researchers are able to potentially contact participants after data analysis to request an

interview for the second phase of the research.

The research team will perform all interviews using the same interview guide. This guide

will serve as a semi-structured interview for the researchers to conduct. Interview questions will

be developed as a result of the review and analysis of the quantitative data gathered from the

survey. Due to varying locations of researchers and participants, interviews will be conducted

electronically using a video conference on Google Hangouts or by teleconference. All interviews

will be recorded for researchers to analyze after phase two of the study is complete.

Participation will be sought through e-mail communications firstly with school principals

and then, with principal permission, e-mailed to employees of each identified school. The survey

will have a two week deadline. Data will be collected, analyzed, and organized to begin phase

two in the following month. Interviews will be conducted over another months time. This data

will be analyzed and compared to data from phase one. Results will be drawn and outlined over
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the following weeks. The total amount of time to conduct this study will occur over one

semesters time (a period of 3-4 months).

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Description of Data Sources

Data for this study will be collected from participants in both quantitative (survey) and

qualitative (interview) forms. Initial data analyses of quantitative data obtained in phase one will

be used to identify a subset of the participant population to interview in phase two. The survey

platform, Survey Monkey, will collect quantitative data to identify the participants, their

demographics, as well as their attitudes and behaviours towards technology at their school. All

data will be stored electronically on the Survey Monkey platform. Once the two week period of

the survey is up and all data is collected it will be analyzed by the research team. Participants

will be organized into Aboriginal and rural subgroups, and then further categorized by location

within these subgroups. Researchers will determine possible interview candidates by identifying

at least one technology struggling school from each school district or region in the province for

both Aboriginal schools and rural schools. Potential interview candidates will be contacted by

e-mail to arrange a time for researchers to conduct the interview. This process will occur over the

course of one month. Using recordings of these interviews, researchers will analyze the

responses and draw more concrete conclusions of the quantitative results obtained in phase one.
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Results

The results of this study will consist of quantitative and qualitative data. Survey data

from the initial phase of the study will help determine the rural and Indigenous schools which

will be the focus for the second phase of data collection. We expect that the survey data will

reveal a large sample of educators and institutions which are affected by geography and policy

which negatively impacts their access to information technology. The survey data will help

describe the sample and the various cultures and histories which are present in the represented

population. The second phase of the study consists of qualitative data collection through

interviews. The results of the interview phase will help begin to create a detailed description of

how barriers and beliefs around technology play out in a variety of settings, as explained by

individuals who play key roles in these educational environments. Looker & Thiessen (2003) and

The Assembly of First Nations (2012) suggest funding, access to support, and political policy, as

main sources of the digital divide in rural populations. Because colonial policy has played out in

each unique indigenous culture in a different way, we expect to uncover a greater depth of

qualitative data through interviews which will uncover important themes and lessons. Comparing

the issues found in rural non-indigenous schools to Aboriginal schools may also reveal issues in

educational policy which have been shaped by ethnicity and geography.

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Educational Significance

Our results will allow scholars to compare theories and data with lived experience. The

results of this study will be useful for scholars investigating the use of technology in Indigenous

and rural settings and those contributing to the larger topic of the Digital Divide. Researchers

have found quantifiable data regarding technology use in Aboriginal and rural educational

settings (Assembly of First Nations, 2012, Looker & Thiessen, 2003) and some indigenous

scholars have argued for some caution when these unique communities attempt to create

knowledge and culture through digital means (Bowers, Vasquez & Roaf, 2000). The data

collected in this study will help scholars uncover connections and themes that emerge between

various Indigenous uses and attitudes towards technology and public policy, infrastructure and

geography.
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References

Assembly of First Nations. (2012). A Portrait of First Nations and Education. Chiefs Assembly

on Education, Palais des Congres de Gatineau, Quebec, October 1-3, 2012.

Beaton, B., Carpenter, P., & KNET, K. O. (2014, May). A critical understanding of adult

learning, education and training using information and communication technologies

(ICT) in remote First Nations. In annual meeting of the Canadian Association for Study

of Indigenous Education, Brock University, St. Catherines, Ontario.

Bowers, C.A., Vasquez, M., and Roaf, M. (2000). Native People and the Challenge of

Computers: Reservation Schools, Individualism, and Consumerism. American Indian

Quarterly Vol. 24, No. 2 (Spring, 2000), pp. 182-199

Kawalilak, C., Wells, N., Connell, L., & Beamer, K. (2012). E-Learning Access, Opportunities,

and Challenges for Aboriginal Adult Learners Located in Rural Communities. College

Quarterly, 15(2), n2.

Kimery, K. M., & Amirkhalkhali, S. (2011). Information and communication technologies and

aboriginal peoples in canada: Information seeking, community building, and access

challenges in geographically and socially marginalized populations. International

Journal of Management and Information Systems, 15(4), 41.

Looker, Diane and Victor Thiessen. (2003) The digital divide in Canadian schools: factors

affecting student access to and use of information technology. Research Data Centre.
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Macdonald, A. & Vieira, P. (2015, April) Canadas Aboriginal Population: Growing, but

Troubled. The Wall Street Journal. Retrieved from

http://blogs.wsj.com/canadarealtime/2015/04/20/canadas-aboriginal-population-growing-

but-troubled/

Mertler, C. A. (2016). Introduction to educational research (8th ed.). SAGE Publications.

Smith, C., & Wobst, H. M. (2005). Indigenous archaeologies: Decolonizing theory and practice.

New York;London;: Routledge.

http://lib.myilibrary.com.ezproxy.library.ubc.ca/Open.aspx?id=25622

Voice, A., desLibris - Documents, KTA Centre for Collaborative Government Staff, & Crossing

Boundaries National Council Staff. (2006;2005;). Aboriginal voice national

recommendations: From digital divide to digital opportunity. Ottawa: Crossing

Boundaries National Council.