aspin kakî-pî-mâci-kiskinwahamâkiyân nânitaw awasimî mitaht askiya nîtî athisitinîwikihci- kiskinwahamâtowikamikohk ka-kanâtâhk, ôma mân ôma kapî ka-kakwîcimikawiyân: tânitî ikwa na-itôtân kîspin ni-nohtî-pakaski-nihithawân? kapî nititwân nîtha: sîsâwî-pîkiskwî, miskaw awîna ka-nihithawît, kakwî-nakathâskâcikî îta mâna ka-pîkiskwâniwik ikwa mâci-wîcipîkiskwâs awîna ka- pakaski-nihithawît. ikwa mîna âtiht ôki okiskinwahamâkanak i-wî-nitawiwîkicik iskonikamihk nânitaw ita îta ka-nihithawâniwik, ikwa âtiht i-kakwe-miskâsocik, ikwa âtiht i-nohtî mosci-nihithawicik wîthwâw kici. ikwa ôm ôma nimasinahikîwin ikw ohci kakî-itohtamân osâm i-nohtî-kinwâpahtamân mahti isa mamâtâwi-âpacihcikan kakî-apatâk ikwa mahti i-wîcihimakâk nihithawîwipîkiskwîwinihk. mamâtâwi-âpacihcikan nâ âpatan ta-âsiwînamâk nihithawi-pîkiskwîwin ikwa asici nihithawi-isîcikîwina? ikwân îsa nikî-nitawi-âpacihtân ôma mamâtâwi-âpacihcikan inakiskawakwâw nihithawi-pîkiskwîwak kîwitnohk ohci ikwa asici nihithawikiskinwahamâkosak sâwanohk ohci ôta kisaskâciwanihk. nikî-mâwasakonîn kâkithaw kîkwâya ka-nitawîthîtamân ôma ôta ta-wîcihikowân ta-masinahamân ôma nimasinahikan; masinahikanisa, pîkiskwî-tâpasinahikan, mâmawapiwina, na-mâmawi-astân ôhi kîkwâya ikwa ispihk namasinahin ôma kâkithaw nimasinahikan. na-masinahin ohci nistam, mîkwâ, mîkwâ-maciâkosîwin ikwa tânsi ka-isi-wâphtamân ôma ôma nîkânihk. Throughout my years of teaching the Cree language at a university level, a query that comes up frequently from the students is: Where do I go next to become fluent? The answer I usually give is to practice, to connect with a fluent speaker, to build that relationship and to practice speaking with that language speaking expert. Some of these students that take the courses plan to move to a reserve where they predominantly speak Cree; some are in search of their identity; some are wanting to be able to speak in their heritage language; and others have many other personal language journey reasons. The purpose of this research is to explore the use of video-chat technology as a tool to maintain, preserve, and revitalize the Cree language. The research question that guides this study is: In what way do regular online synchronous video-chat meetings increase knowledge of Cree language and culture? Using video-chat, I connected distant Cree language learners from Southern Saskatchewan with distant Cree language speakers from Northern Saskatchewan. Over four weeks, I collected data from the participants in the following ways: journals, a language assessment tool, and weekly sharing circles. I worked with this data in several ways. I translated any Cree to English, I transcribed the audio and video recordings, and I conducted thematic data analysis: I read my notes from sharing circles and transcriptions, coded, reviewed and generated themes as commonalities emerged within the data. The thesis concludes with my observations about the implications and recommendations of this study from before Covid-19, during the Covid-19 pandemic and what I see beyond these times in terms of the possibilities for technology and Indigenous language revitalization.