First Nation Help Desk
Partnerships: Working Together to Make a Difference
Partnerships: Working Together to Make a Difference
firstnationhelp.com
47 Maillard Street
Sydeny, N.S. B1S 2P5
Phone: 902 567-0842
Fax: 902 567-0337
admin@firstnationhelp.com
Atlantic Canada's First Nation Help Desk began January 2000 in response to a request from Industry Canada to provide Help Desk services to First Nation schools, early education, and adult learning centres, in Atlantic Canada. Prior to that, Mi'kmaw Kina'matnewey (Education) which serves First Nations in Nova Scotia had helped coordinate delivery and installation of Industry Canada's DirecPC satellite systems in the Maritimes. From its inception, Atlantic Canada's First Nation Help Desk has widely expanded upon the services traditionally provided by Help Desks. Rather than merely taking a reactive approach to assisting with technical problems as they arise, the Help Desk has taken a proactive approach to encouraging First Nation educational activities using the internet. Monthly contests, in-service training, web page hosting, Aboriginal language initiative, and "publishing" students' work are all examples of internet-based activities that have been embraced and now result in firstnationhelp.com receiving between 1,500 and 2,000 monthly visits (15,000 - 35,000 "hits"). If it is to continue to grow, the Help Desk must partner with other organizations who share our vision of enhanced opportunities for youth.
As a result of working directly with First Nation schools and visiting the communities, we have thoroughly explored the challenges and limitations that inhibit further utilization and growth of the internet as a critically important educational resource. No single factor in the Atlantic region is more debilitating than issues related to connectivity. Generating all of the content in the world is of little value if the signal cannot reach the student. In our region, in the vast majority of schools, band width simply is not delivered in a manner that makes the internet usable. Any claims that First Nation schools are "connected" to the internet, must seriously limit the meaning of the word "connected." In a typical Atlantic First Nation school, a signal with less throughput than a 56k dial-up line reaches exactly one (1) Industry Canada computer. Schools are left on their own to try to figure out how to serve classrooms and labs. This proposal includes a means of delivering wireless internet LAN distribution of the internet bandwidth within the schools while building a sophisticated web server infrastructure capable of robust growth for years to come.
If relevant content continues to grow and if connectivity issues are addressed and solved, the following year could see the launch of a well conceived and targeted approach to developing a system of capacity building that actually reaches educators and youth within their communities. This proposal suggests that Atlantic Canada's First Nation Help Desk is able and willing to lead a new effort with these objectives and enumerates the steps of implementation. Within a two-year cycle a cadre of fifteen youth workers would be trained in a camp-line "train the trainer" workshop. Those workers would assist in the delivery of five regional "Technology in Education" conferences, and then five youth workers would receive part-time jobs supporting pages and other technological activities at the community level.
In order to implement this bold new vision, new personnel will have to be hired. The first sixteen months of Atlantic Canada's First Nation Help Desk activities were accomplished with one professional staff person, one youth worker, and extensive non-paid involvement and support from Mi'kmaw Kina'matnewey. Over the next three years the staff will need to grow to two professional staff people and two long-term Aboriginal Youth workers.
Atlantic Canada's First Nation Help Desk is presenting a Vision for the Future that addresses content, connectivity and capacity development to Industry Canada, the Department of Indian and Northern Affairs, Human Resources Development Canada, and Heritage Canada in order to identify partners and "kindred spirits" who can work with us toward common goals, aspirations and objectives. It is our hope that each agency will become a partner with us, stepping forward and saying, "we can support and help in this activity." It will take all of us working together to make a real difference in First Nation classrooms and communities!
The purpose of this proposal is to strengthen existing partnerships and to develop new partnerships for Atlantic Canada's First Nation Help Desk. The development of partnerships will provide the Help Desk with greater access to financial resources (core and non-core) and to implement shared strategic objectives over the next three years beginning with the 2001-2002 fiscal year. Furthermore, new partnerships will increase access to a broader knowledge base and to networking opportunities within government and information technology industries.
Our governing body is the Atlantic Policy Congress of First Nations Chiefs Secretariat (APC). An Advisory Board of twelve people from five provinces (NS, NB, PEI, Nfld, and Quebec) was formed and approved by the APC. This group provides on-going input and is consulted for major policy decisions. Funding partners include Industry Canada, Human Resources Development Canada, Heritage Canada, First Nations of the Atlantic Policy Congress of First Nations Chiefs Secretariat, and Mi'kmaw Kina'matnewey. Administrative services are provided by Mi'kmaw Kina'matnewey.
Figure 2 - In addition to impressive raw numbers, the ratio of visits to pages shows people are throughly exploring the site.
The service area for Atlantic Canada's First Nation Help Desk includes all of New Brunswick, Nova Scotia, Prince Edward Island, Newfoundland/Labrador, and the Gaspe Peninsula of Quebec. The figure below shows the sizable distance challenges of our service area.
Figure 3 - Atlantic Canda's First Nation Help Desk serves Nova Scotia, New Brunswick, PEI, Newfoundland, and the Gaspe region of Quebec.
Atlantic Canada contains thirty-four (34) First Nation communities.
Within those communities, there are twenty-eight schools, learning centres,
and early education centres directly served by Atlantic Canada's
First Nation Help Desk. The sites listed below are schools that
currently participate in Industry Canada's SchoolNet program.
| Nova Scotia | ||
|---|---|---|
| Paqtnkek (Afton) | Muin Sipu (Bear River) | Chapel Island |
| Millbrook | Pictou Landing | Wagmatcook |
| Eskasoni | Indian Brook | Membertou |
| Waycobah |
| New Brunswick | ||
|---|---|---|
| Big Cove School | Metepenagiag School (Red Bank) | Mah-Sos (Tobique) School |
| Eel Ground School | Burnt Church School | Chief Harold Sappirer Memorial(St.Mary's) |
| Wulastukw Elementary School (Kingsclear) |
| Newfoundland |
|---|
| St Ann's School (Conne River) |
| Prince Edward Island | |
|---|---|
| John J. Sark Memorial | Lennox Island Learning Centre (Lennox Island) |
| Quebec (Gaspe) | |
|---|---|
| Listuguj | Wejgnapniag School (Gesgapegiag) |
Additionally, the following communities have been served as a part of the Industry Canada "Getting Started on the ‘Net" program:
Abegweit (PEI), Acadia (NS), Annapolis Valley (NS), Glooscap (NS), Fort Folly (NB), Indian Island (NB), Pabineau (NB), and Woodstock (NB).
Atlantic Canada's First Nation Help Desk Encourages Youth with Content
Development
| Domain Name Contest - January 2000 | Logo Contest - January 2000 |
| Name the Help Desk web site.
Winner: Eskasoni Class 6-A
|
Create a logo for Atlantic Canada's First Nation Help
Desk.
Winner: Mandy Googoo, Wagmatcookewey School (NS)
|
| Great Native Love Stories - February 2000 | Time Capsule Contest - March 2000 |
| Submit a story or essay about Aboriginal people and love.
Winners: Myste Myers (Lennox Island, PEI), Trishia Francis (Eel Ground, NB), Kathleen Googoo (Waycobah, NS)
|
Decide what should go into your time capsule and when
it chould be opened.
Winner: Wagmatcookewey School Grade 5-6 Class
|
| Our Culture ... Our Images - April 2000 | Information Technology Detectives & Dreamers - May 2000 |
| Submit an image that depicts Native culture and its people.
Winners: Darcy Googoo and Carrie Miichael (Waycobah), James Doucette (Membertou)
|
Design a computing environment for your school.
Winner: Grade 7, Metepenagiag School, Red bank, NB
|
| Role Models - September 2000 | Community Profile - October 2000 |
| Tell us who your role model is, and how that perrson influenced
your life. Winners: Tony Sylliboy, Eskasoni, (NS), Amanda Hinks, Conne River, (Nfld), Charlene Levi, Red Bank, (NB).
|
Design and conduct a school project to create a community
profile.
Winner: Membertou (NS) Elementary School
|
| Christmas Card Contest - November 2000 | Christmas Music Concert - December 2000 |
| Submit original artwork appropriate for the holiday season.
Winners: Marion Green, Conne River (Nfld), Danielle Benoit, Conne
River, (Nfld), Charlene Levi, Red Bank, (NB).
|
Submit Aboriginal language songs recorded on tape long
with lyrics.
Winners: Eskasoni (NS) Elementary
|
| Internet Scavenger Hunt - January 2001 | Dear Valentine ... - February 2001 |
| Find information about the native culture, heritage, governance,
and history!
Winner: Mah-Sos (Tobique, NB)
|
Write a story, a poem, or a song. Tell someone special
something special!
Winner: Misty Paul (Tobique, NB), Zabrina Whitman (Glooscap, NS), Gabriel Paul (Waycobah, NS).
|
| Maps! - March 2001 | Web Page Contest! - April 2001 |
| Create a class project around the theme of "maps."
Winner: Indian Brook (NS) Grade 6
|
Create a school or class web page!
Judging in progress ... Twenty (20) school web pages from Atlantic Canada First Nation Schools linked.
|
The above mentioned are also located in the contest page.
Contest Page
Atlantic Canada's First Nation Help Desk launched two major language initiatives. The first initiative, funded in part through Heritage Canada, is called "Aboriginal Language Preservation via the Internet." The widely acclaimed effort, found at http://firstnationhelp.com/ali, brings lessons, vocabulary, and songs, complete with lyrics and professional recording to anyone with a computer and internet connection.
| Another exciting language project undertaken is an Aboriginal language Christmas music cd. Inspired by the December Christmas music contest, this album, scheduled for release on October 1, 2001, Treaty day, will include professionally recorded music and lyrics so that children can learn the songs regardless of location and local translation expertise. |
|
The following items have been identified as crucial challenges facing Atlantic Canada's First Nation Help Desk and the First Nation schools, students, and teachers that it serves:
Native education is facing a crisis situation. These facts are not disputed and have been widely documented. The Auditor General's 1999-2000 Report and the Crisis Paper on Education are two of the most recent examinations of the situation. We believe that if we begin now, the cooperative energies can make significant strides that will keep us from falling even further behind.
The vision of Atlantic Canada's First Nation Help Desk for the next three years is to expand upon what has worked and to expand our efforts to overcome some of the significant obstacles that we have encountered in the field. While ambitious, our objectives are obtainable. To do less would shortchange our youth and our future.
The Help Desk plans to continue to promote monthly contests among Aboriginal students and classes. The system helps create what educators call "teachable moments" when timely learning takes place. Attaching a photo as an e-mail attachment or engaging in an internet scavenger hunt brings an immediacy to students that would not be found without the additional motivation of the contest structure. When students enter the contests, they become producers of content rather than merely consumers. This "hotter" medium creates instant published authors and artists, and creates the "bridge" between schools and homes that educators have always sought. Every student and class that enters a contest receives recognition. This positive reinforcement effectively augments a healthy emphasis on education.
Aboriginal language components will also continue to be developed and distributed electronically. In communities where there are Native speakers and educational resources, the new materials are a great help. In communities where their Native language has disappeared and there are no speakers, the materials are of critical importance.
The single greatest obstacle to effective utilization of computers and the internet in Atlantic First Nation schools is dramatically inadequate connectivity. The Help Desk sponsors an internet scavenger hunt. Most schools in our service area cannot participate because there are no facilities for multiple internet connections. We put language files and MP3 songs with lyrics on the internet. Many of the schools cannot effectively utilize the resource because their connections are too slow. A typical school in our region receives $340 per year from Industry Canada to cover the cost of a dial-up connection. Because of the oversubscribed DirecPC system, the schools now have the option of taking an additional $50/month ($600) that would be paid to the satellite company for service to the school. One hundred percent (100%) of the schools in our region that were given that option have already terminated DirecPC service or plan to do so in the near future. The cost of a dedicated line or entry-level DSL connection sufficient for a small lab costs approximately $350/month. The bottom line for the majority of schools in Atlantic Canada is that they do not get the service they need and deserve.
A new Maliseet school near Fredericton has numerous computers strategically located throughout the school. Their only internet connection is through the single Industry Canada computer, located near the principal's office. There is no wiring to distribute the signal. Even if there were ethernet wiring and routing in place, the connection from the DirecPC is too slow to support multiple connections. The elementary school in Pictou Landing at one time had two telephone lines for each of their four classrooms, but the lines were removed because of the high operational expenses. They have no IT person and no resources to assess their options or to purchase the router, wiring and network interface cards, nor would they have the personnel to administer a sophisticated network. Waycobah Elementary School, like Bear River and many other Atlantic First Nation schools, attempted to implement a network solution from local "experts." Those well-intentioned individuals, restricted by budget constraints, attempted to deliver an internet signal from peer to peer network solutions based on a 56k dial-up or typical 2k/second DirecPC connections. Waycobah Elementary has effectively had no internet connection from September 2000 to May 2001. These three examples illustrate how the illusion that they are "connected" differs from the reality that they are not "effectively connected" to the internet. We must no longer perpetuate the myth that a connection of one computer constitutes effective connection to the internet.
Wireless internet connections are new options tailor-made for creating internet solutions for First Nation Schools in Atlantic Canada. Using wireless hubs means that no one has to worry about drilling through concrete, encountering insulation or asbestos, locating and supervising local contractors, or rearranging furniture. Computers can be rolled in and out of classrooms as needed. High speed internet can be delivered reliably and consistently. Rolling out consistent complete solutions including internet signal routing, IP addressing, internet web server, routing, fire wall, and e-mail solutions that can be remotely maintained by professionals will give First Nation students meaningful internet access, the capacity to produce and share content. Simultaneously it will give administrators security, performance, and a means of backing up important information. It is our opinion that now is the time to begin implementing these solutions; we must show that we are serious by investing wisely in our future.
The government of Canada has promised to deliver high speed internet to First Nation schools by 2002-2003. This proposal takes that connection from the school house door into every classroom and office in the school! In that regard, it could be treated as a demonstration project that could be shared and duplicated across Canada. There is no need to wait for this implementation until the high speed connection is delivered. This state of the art technology solution will plug into the best connection that can be delivered to the door, from dedicated phone or DSL lines, cable, or ANIK F-2 satellite or other delivery solutions being worked on by MCQ, GRICS, CRC, Telesat and SchoolNet. Our solution is a modular one that will accommodate all service upgrades with minimal configuration adjustments and with little or no new hardware expenses. In our proposal, we will designate the technology that delivers the signal to the school house door as "Internet Service Provider" even though that service, in this case, may be delivered by the government.
Wireless LAN Layout
The proposed solution uses a Linux Internet Web Server as the internal interface to the Internet Service Provider's (ISP) equipment. This solution will provide more than just internet access for the school. It will also act as a file server, firewall, web and e-mail server. Students can utilize the web server to learn and share information via the web. It can be a great collaborative tool. Linux is the operating system of choice because of its strength in handling requests from multiple users, its dependability and ease of remote maintenance. It is a low maintenance system. Since it doesn't look like a Windows computer, local users don't inadvertently experiment or change it.
An Internet connection must be purchased for the location from a local Internet Service Provider. There are probably several solutions in most communities:
The recurring cost to purchase these Internet services (band width) will be approximately $350.00/month until Industry Canada and CRC can deliver the signal as a part of their promised high-speed internet solution.
The general approach is to purchase an entry-level business solution with a small number of IP's (assigned Internet Protocol addresses). The Linux Server has three (3) network interface cards (NIC). The outside world only sees the network card connected to the ISP equipment. Since the outside world only communicates with the NIC in the Internet Server a reduced number of IP's from the ISP is required. The Linux Server distributes internal (private) IP's to all computers inside the school. The server manages the traffic coming from the internal network and the internet. The logic behind the 3 network cards is to allow separate student and teacher LAN's (Local Area Networks) behind the NIC that connects to the internet. The PCs connect to a wireless access point (WAP) HUB and the HUBs (different HUBS for students and teachers) are connected to a NIC in the Internet Server.
Network Solution: The following section describes the technology required to give devices on the LAN access to the installed internet connection.
The (Linux) Web Server can be configured to manage many internet services and security. Support for schools' internet access can be co-ordinated from a central location and can be administered remotely. Optionally, it could also be used to provide telephone access to the Internet from people's homes. The configuration described below does not include telephone access. The Linux Web Server solution solves the immediate need for internet signal distribution and allows wonderful opportunities for expanded functionality and growth. Functions included in the Linux Server set up include:
The above drawing shows a typical installation. The Linux Web Server is connected to the ISP modem and provides all internal routing and distributes IP's. In the diagram, there is a wire (UTP cable) connected to a small hub that provides LAN access to printers and other peripherals. It can also provide a connection to the WAP hub. In other installations a wireless router will be used to connect to the WAP hub.
The PCs are shown with USB wireless-networking devices. Laptops or other devices with PCI/PCMCIA cards can also connect seamlessly. The Student LAN and the Teacher/Administrator LAN each have a WAP hub that connects to a specific NIC in the Internet Server. This solution provides a better level of isolation between students and administration.
Of the twenty-seven First Nation schools and learning centres on Industry Canada's First Nation school list in Atlantic Canada, we categorize the level of need as follows:
Capacity building is required to effectively utilize the communications infrastructure that is developing. Having sophisticated resources "out there" is great. Having people "right there" who can use and teach how to use the resource would be even better!
We know from experience and research that there are many barriers to effective use of the internet: high teacher turnover, lack of infrastructure, training, and finances. Our vision takes a systematic approach to bringing technology to grassroots communities and building capacities to make the internet a vital resource in First Nation schools and communities.
By implementing these steps, schools and communities will quickly gain the expertise needed to have a meaningful internet resource. By maintaining a presence in the community, the resource is likely to grow and flourish.
The guiding principle of this proposal component is to bring technology to the grassroots level, to nourish it, and make it flourish so that the new milieu for Aboriginal youth will include a technologically rich environment that fosters opportunities for individual growth and expression.
The project will be implemented in an integrated fashion with important and interrelated component modules.
The first step in the process will be to select participants and conduct a week-long "Train the Trainer" workshop. The goal of this phase will be to build a cadre of technological (Native youth) worker-bees who will be instructors' helpers and facilitators for five regional "Technology in Education" conferences. The "Train the Trainer" workshop will be similar to a computer camp, but rather than focussing on end-user skills, the focus will be to teach the youth workers how to acquire and transfer those skills. Additionally, there will be an employer-employee relationship and performance expectations that would not be present in a traditional "camp experience."
The next step in the process of delivering grassroots skills and support to the local communities will be to conduct a series of regional "Technology in Education" workshops. These workshops will be offered in five geographical districts of Atlantic Canada, utilizing community colleges or First Nation schools as the sites for the conferences. The five regional locations would include (1) Northern New Brunswick including the Mi'kmaw schools on the Gaspe Peninsula, (2) Southern New Brunswick including Maliseet and Mi'kmaw communities, (3) mainland Nova Scotia and PEI, (4) Cape Breton, and (5) Newfoundland.
The audience for the conferences will be educators and administrators. By holding the conferences close to the schools, they will reach more "front line" personnel than would be possible in a larger centralized conference. Core topics such as web page design, digital photography, and integrating technology into the curriculum will be covered in a hands-on fashion. Also, cutting edge topics such as digital video, and computer conferencing will be launched.
The "Train the Trainer" program and regional "Technology in Education" workshops will deliver valuable information to educators while providing a recruiting and field testing haven for potential youth workers. These youth workers will be trained not only in technological wizardry, but in communication skills, and will have to learn about resources available through Atlantic Canada's First Nation Help Desk, SchoolNet, Industry Canada, and other resources.
As valuable and as needed as these resources are in their own right, there must be a way to nourish the seeds of discovery and to provide the "critical mass" at the local level to ensure continued participation, assistance, and encouragement. In short, we want to make sure that the glow of new information and possibilities does not fade in the light of real-world obstacles.
From among the fifteen youth participants in the "Train the Trainer" workshop, five will be selected to become Aboriginal Youth Initiatives Workers in their "local regional communities." Each youth worker will be paired with an Aboriginal Elder from the region. The elder will not have to be technologically knowledgeable, but the youth will have to report about activities, ask for advice about options and direction, and show and explain the benefits and outcomes of their work. Providing this type of guidance will be critical, not only in a supervisory sense, but in fostering awareness and support throughout the communities. The "workplaces" of the youth workers will primarily be the schools and CAP (Computer Access Program) sites in their communities. That will have the added benefit of creating a mentorship environment, and yet another way for the program coordinator to access and appraise each worker's progress.
Length of Project:
The work performed by Atlantic Canada's First Nation Help Desk has been done by an IT Manager, a Youth Worker, support from Mi'kmaw Kina'matnewey staff, and volunteer efforts. The Aboriginal Youth Worker has left the organization as of March, 2001. Expanding requirements, and an expanded vision will, of course, require additional personnel requirements and secure funding commitments.
Staffing Requirements and Responsibilities:
| 2001-2002 | Add a new Aboriginal Youth Worker. This person will be expected to code web pages and support on-going monthly contest activities, contribute to the Aboriginal Language Initiative project, and travel to schools for recognition ceremonies and to provide support, encouragement, and liaison functions between schools, Help Desk, and SchoolNet opportunities. Adjustments should be made to establish a one year contract. Learning opportunities abound in this position. |
| 2001-2002 | Add a new Technical Project Coordinator for the Wireless Internet Initiative. This professional position would be responsible for implementing the Wireless Internet Initiative, training school personnel in properly utilizing the system, and laying the groundwork for the implementing the Capacity Building Initiative by identifying key community resources and potential workshop locations. |
| 2002-2003 | Add a Technology in Education Evangelist. This professional position will coordinate and implement the Capacity Building Initiative, including "Train the Trainer" and "Technology in Education" workshops and conferences. (S)he will also supervise Youth Initiative Regional Workers and coordinate Elders' activities. |
| 2002-2003 | Add a Second Aboriginal Youth Worker to assist in the outreach and support efforts related to Training and Support. |
Atlantic Canada's First Nation Help Desk will provide on-going support to First Nation schools, learning centres, and communities in the Maritimes. "Support" includes technical trouble shooting, in-service training, and web hosting services. As reflected in the time line, this component is year-round.
Contest activities will be strong component of the Help Desk's 2001-2004 activity plan. These activities are on-going and correspond with the school calender.
The new connectivity initiative, "Wirless Internet"is scheduled to begin in September 2001. The first eight most critially under served schools that are prepared to utilize new capabilities will be installed during the 2001-2002 fiscal year. The remaining schools and education centres will be completed during 2002-2003.
Capacity Building efforts will be prepared and ready for implementation in 2003-2004. This activity corresponds with the hiring of a new professional person and a seconf Aboriginal youth worker. Activities will be carried out during the entire year, with regional Technology in Education Conferences scheduled according to available in-service times.
