Description

Aboriginal education is very important in Saskatchewan. There is a wide achievement gap between aboriginal and non-aboriginal students in the province. There is an even greater divide in the numbers of aboriginal versus non-aboriginal students entering fields requiring Math and Science. What are some of the key factors affecting Aboriginal students in high school Math and Science class? Can the implementation of Information and Communication technologies, integrated through a Connectivist learning theory approach, reinforce Indigenous knowledge based contextually meaningful Math and Science curriculum?