Keewaywin Education
Workshop Day 3, November 21st.

The Keewaywin school closed for the day so the staff could attend the workshop and contribute to the planning for the use of ICTs for education and training in the community.

Lorriane Kakegamic, the Education Director said the opening prayer. Education and training was the topic for the day, with the local Kuh-ke-nah staff and K-net on hand to help with the workshop.

The same format that was used for the health department was again used today. Everyone present were asked about their expectations for the community. Questions such as what is good education, how to get there (programs), and how can we measure and document how much technology is being used, were discussed.

Education Agenda

We identified who was present and who was absent in the health sector, with the aim of ensuring that those who are away are invited to review and comment on the workshop results.


Dawin Holtz
Darrin Potter
Berenson King
Allison Kakepetum
Cathy Potter
Annabelle Kakegamic
Pauline Kakegamic
Brenda Pascal
Lorraine Kakegamic
Janice Kakegamic
Jason Kakegamic
Francine Kakepetum
Laura Anishinabie
Lucy Kakegamic


Robbie Kakegamic
Gloria Kakepetum
Margaret Fiddler
Jim Teskey
Ifka Filipovich


Once again, we gathered expectations on cards.

Self Improvement

Usage of internet programs
Programs, personal education, internet hook up in classes

Helpning and taking courses for education upgrading
More computers are needed
No clear understanding of Smart project
Adult Education
Can smart provide training for youth to increase skills in technology?
How teachers can be trained to use new software in the classes
Better computers are needed
What resources are available to the Smart Project?
Spiritual Education
what is the best way we can use it?
As educators we need to receive trainingin the technology here
How can Iget new computers for a new lab in the school ?
What's the purpose of Smart?
Wahsa courses
Computer training
How can staff take upgrading courses via the computer
Update equipment
What is smart?
Video conferencing
How many people are involved with the Smart Project?


Dan Pellerin of Knet responded to the questions about the objectives of the SMART programme and the type of services it will provide. This session helped people in the education sector understand how they can harness the SMART services towards their programmes and educational goals.




Spray Diagrams

Participants brainstormed on what EDUCATION means in Keewaywin.








Rich Diagrams

From the spray diagram, we worked on another one, describing:

  • the vision or results that the health workers are working towards (large bubbles),
  • the programs they are involved with (in green),
  • how they are using and plan to use the technology that the SMART project brings to the community (in red), and
  • what to measure to show that the visions or goals were being reached, or that the programmes were moving ahead (yellow sticky papers)

The need for a programme/discussion on bicultural, bilingual issues refers to finding ways to bring together native culture with “computer culture” and language. This issue is central to the evolution of the SMART programme in a way that strengthens culture and protects language.



Table of Results, Programmes (outcomes) and indicators for Education in Keewaywin.

The table below is a summary made from the diagram. Many programme outcomes contribute to more than one result. Programmes that are already using SMART technology have red letters for video-conferencing (VC), personal computers with Internet (PCI), list server (LS); training (Tr), service support (SS); E-Centre programmes are all in red.





Better Community as a result of good education

(Overall goal)


Youth socially and academically prepared

Interviews with youth

Success in school

Responses from youth

Youth perform on par with others in Ontario

They meet expectations outlined in all the curriculum guides

Specialized technology training for youth

Career Planning

Special Education Program

Staff Training

School Web site

Individual Web sites

Training sessions at E-centre

Number of career days

Number of different careers represented

Career days involves professional people from Keewaywin and from outside organizations like NAN

Getting computers for special needs

Special ed program has been implemented (i.e. Special Ed teacher has been hired):  those students with special needs have made progress academically

Classroom teachers have been taking courses through the Internet

Training for tutor/escort

Understanding of position

Training for teacher assistants


Full understanding of position

Community training

More native teachers

More native/community members trained

Computer training to email for correspondence, for orders, concerns, requests

Children socially and academically prepared

Interviews with children

Success in school

Number of students in grade 4 – 8

Special Education (PCI)

Daycare Centre

Career Planning

Staff training


Daycare Centre

Centre present

Trained individuals

Increased number of children present and participating

Parental/Community aware and involved


Adults trained in technical skills for their career

Comparative learning profiles

More people using the service

More using on-line training

Career planning

Specialized technology training

Adults with basic literacy

School Web site

Individual Web sites

Training sessions at E-centre

Number of email addresses through

Learning Centre in the community

Building is present

Adults enrolled

Increased number upgraded

Career planning

Trained staff

Adults with basic literacy


Adults with basic literacy

Increased number in WAHSA and learning centers

Number of WAHSA students who have completed the program


Special Education Program

Learning Centre in the Community

Technical skills


KiHS High School Program

Numbers of grades in KiHS

Number of successful students

Complete 9 – 12 program is present  (PC, PCI, VC, SS, LS)

Career planning

Special Education program


High School

Physical building is present

Students enrolled

A transitional period for grade 8 before going out to high school/develop an awareness of different culture

Career planning


Preserved Native language (PCI, VC)

Practice language in school

Parents and community talking to children in native language

Bring traditional values into the curriculum

Elders input (VC)

Bicultural/ Bi-language Program

Field trip/camping trip with students, elder, teacher and guides

Cultural program

Video tape students talking about activities

Bring traditional values into the curriculum

Elders input (VC)

Bicultural/ Bi-language Program


Whole language (PCI, PC, VC, Tr)

Increase technology in homes

More elders accepting technology (understanding the language)

Using syllabics keyboards

Bring traditional values into the curriculum

Elders input (VC)


Bi-language Program


Parental/Community awareness/ involvement in education

Hold meetings

Participate in school functions, e.g. Christmas Concert

Elders input (VC)

Bring traditional values into curriculum

Parent Teacher Committee


Forming a committee

Hold meetings

Trained Staff

Staff needs more training to maintain computers

Staff needs WP training

Staff meetings

Tutor Escorts

Classroom teachers

Administration (PC, PCI, VC, SS, LS)

Teacher Assistants

Native Language Teacher

Computer technician (PCI, VC, Tr)

NTEP Program (PCI, PC)


Education Counselors



Bicultural/Bilanguage Program

Implementation at Keewaywin School

Bicultural/Bilanguage Program