Beyond the Blockchain: A Comparative Analysis of Educator and Non-Educator Perspectives on Web3 Technologies in Educational Contexts
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| Title: | Beyond the Blockchain: A Comparative Analysis of Educator and Non-Educator Perspectives on Web3 Technologies in Educational Contexts |
|---|---|
| Language: | English |
| Authors: | Ryan Straight (ORCID |
| Source: | Turkish Online Journal of Educational Technology - TOJET. 2025 24(1):32-50. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Attitudes, Technology Uses in Education, Web 2.0 Technologies, Information Technology, Information Management, Educational Technology, Technology Integration, Faculty Development, Communities of Practice, Foreign Countries |
| Geographic Terms: | Argentina, Armenia, Austria, Bahrain, Brazil, Canada, China, Colombia, Greece, Hong Kong, India, Indonesia, Iran, Kuwait, Latvia, Netherlands, New Zealand, Nigeria, Norway, Portugal, Russia, Saudi Arabia, Serbia, Singapore, Spain, Turkey, United Arab Emirates, United Kingdom, United States |
| ISSN: | 1303-6521 2146-7242 |
| Abstract: | As Web3 technologies increasingly intersect with educational practice, understanding stakeholder perspectives becomes crucial for effective implementation. This study investigates how self-identified educators and noneducators within a Web3-focused educational community (Ed3DAO) differ in their attitudes, expertise, and knowledge regarding blockchain-based educational innovations. Through analysis of survey data collected during an education-focused Web3 unconference, this investigation reveals significant divergences in specific domains while challenging assumptions about general technological adoption patterns. Results demonstrate that educators expressed lower optimism regarding Web3's influence on teaching practices, while non-educators were more pessimistic about Web3's potential for student community building. Notably, both groups showed similar levels of technical, practical, and conceptual expertise, with conceptual understanding consistently outpacing technical proficiency across cohorts. These findings suggest that successful integration of Web3 technologies in education may depend less on professional background than on bridging the persistent gap between conceptual understanding and technical implementation -- a finding that carries significant implications for professional development and technological integration strategies in educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466257 |
| Database: | ERIC |
| Abstract: | As Web3 technologies increasingly intersect with educational practice, understanding stakeholder perspectives becomes crucial for effective implementation. This study investigates how self-identified educators and noneducators within a Web3-focused educational community (Ed3DAO) differ in their attitudes, expertise, and knowledge regarding blockchain-based educational innovations. Through analysis of survey data collected during an education-focused Web3 unconference, this investigation reveals significant divergences in specific domains while challenging assumptions about general technological adoption patterns. Results demonstrate that educators expressed lower optimism regarding Web3's influence on teaching practices, while non-educators were more pessimistic about Web3's potential for student community building. Notably, both groups showed similar levels of technical, practical, and conceptual expertise, with conceptual understanding consistently outpacing technical proficiency across cohorts. These findings suggest that successful integration of Web3 technologies in education may depend less on professional background than on bridging the persistent gap between conceptual understanding and technical implementation -- a finding that carries significant implications for professional development and technological integration strategies in educational settings. |
|---|---|
| ISSN: | 1303-6521 2146-7242 |
