A case study approach was used in examining Information and Communication Technology (ICT) use within a small First Nation high school in Northern Ontario. Quantitative and qualitative data was gathered from students, teacher, and the administrator, who participated in an online survey, followed by interviews on their use of ICT in education. How ICT was used in the classroom was examined as well as identifying the challenges and benefits. The students’ benefits included easier access to research through the Internet, facilitated organization through the use of Google drive, and the use of social media. Challenges were similar to those found in in mainstream schools with concerns of technical problems, off task behavior, and improper referencing. The teacher and administrator identified barriers preventing the increased use of ICT, including the lack of professional development, resources, and Indigenous language software. The administrator recognized there was a wide skill set range among teachers in the adoption of ICT integration into their teaching. Recommendations include more professional development in ICT for teachers, additional resources for ICT, and more development of Aboriginal language software.

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A case study approach was taken in examining Information and Communication Technology (ICT) education in schools among four geographically and culturally different Aboriginal communities located in Canada. The schools selected for the study were all operated by local Aboriginal Education Authorities. Quantitative and qualitative data were gathered using interviews, focus groups, and online surveys. Participants in the study were students in middle and high school, their teachers, and school administrators. Online surveys were followed by interviews and focus groups. ICT use in the classroom was examined as well as the challenges and benefits. There were different types of challenges among the schools. For three of the four communities, access to Internet was poor, even in one community that was close to a mid-sized Canadian city where high speed internet is available. All communities experienced challenges with providing current, well maintained computers to their students. Three of the schools lacked supportive infrastructure for their computers, lacking technicians and replacement machines. Teacher use of ICT in teaching varied as some teachers had had access to instruction in their professional preparation programs and others had not. Further, access to professional development for teachers was limited. Schools were challenged in purchasing software with limited budgets. Lack of software in Aboriginal languages was a problem unique to these schools.

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Workplace Hazardous Material Information System (WHMIS) training is a requirement and a right for practicing teachers in Canada, as it is part of federal legislation. WHMIS training can assist teachers with identifying hazardous material and achieving increased awareness of the dangers, potential hazards, and safety and protective measures, thus improving both teacher and student safety, and is of the utmost importance for science teachers. This article examines the implementation of different forms of WHMIS training within a pre-service teacher education program in Ontario, Canada, through the use of an action research design. Because pre-service teachers are "students" and not "workers," and therefore not specifically covered in the legislation, there seems to be no clear direction concerning training for them. This research suggests that there is value in WHMIS training for pre-service teachers, and that universities should heed this.