Mobile Learning and Indigenous Education in Canada: A Synthesis of New Ways of Learning

Written By Siomonn Pulla
Mobile learning on the land.jpg

This study investigates how mobile learning can help Indigenous communities in the Canadian North, as well as in urban areas, that are at risk of being excluded from affordable, high-quality learning experiences. The technical benefits of using mobile technology to deliver educational curricula and assess outcomes must not be allowed to overshadow the ongoing need for culturally relevant teaching methods that work for Indigenous students and communities.

My studies suggest that Indigenous epistemologies and pedagogies that are grounded in preexisting practices, beliefs, experiences, and values can accommodate mobile learning. Incorporating these mobile technologies into education may allow Indigenous students to build upon the inherent mobility and contextual nature of their cultures while also acquiring new media skills and forging stronger ties between formal and informal learning contexts.

Pulla, S. (2020). Mobile learning and Indigenous education in Canada: A synthesis of new ways of learning. In Indigenous Studies: Breakthroughs in Research and Practice (pp. 175-199). IGI Globa

Pulla, S. (2017). Mobile Learning and Indigenous Education in Canada: A Synthesis of New Ways of Learning. International Journal of Mobile and Blended Learning (IJMBL), 9(2), 39-60. doi:10.4018/IJMBL.2017040103

Siomonn Pulla

Dr. Siomonn Pulla is a seasoned scholar-practitioner specializing in collaborative research, Indigenous-Settler relations, and Indigenous rights, with a focus on fostering sustainable socio-economic development models and meaningful relationships. His extensive portfolio encompasses ethnohistorical and collaborative research projects pivotal to comprehensive land claims, resource development, and policy initiatives. Working coast to coast to coast in Canada, Dr. Pulla engages with First Nation, Métis, and Inuit communities, the corporate sector, and government agencies, delving into archival analysis, historical documentation, oral histories, museum collections and policy governance. Beyond his research, he shares his insights through teaching university courses on applied and qualitative research methodologies, and interdisciplinary theoretical paradigms, drawing from firsthand experiences to tackle pressing issues at the intersection of Indigenous rights, decolonization, and Indigenous-Settler relations. Siomonn’s work exemplifies his commitment to translating academic scholarship into tangible outcomes, driving positive change, and fostering understanding in society.

https://www.siomonnpulla.com
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