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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 0000-0002-6251-5662)
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
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  Data: Beyond the Blockchain: A Comparative Analysis of Educator and Non-Educator Perspectives on Web3 Technologies in Educational Contexts
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  Data: <searchLink fieldCode="AR" term="%22Ryan+Straight%22">Ryan Straight</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6251-5662">0000-0002-6251-5662</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Educational+Technology+-+TOJET%22"><i>Turkish Online Journal of Educational Technology - TOJET</i></searchLink>. 2025 24(1):32-50.
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  Data: 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/
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  Data: 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.
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  Data: 2025
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  Data: EJ1466257
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      – Text: English
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        PageCount: 19
        StartPage: 32
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Web 2.0 Technologies
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      – SubjectFull: Faculty Development
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Argentina
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      – SubjectFull: Armenia
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      – SubjectFull: Austria
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      – SubjectFull: Bahrain
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      – SubjectFull: Canada
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      – SubjectFull: Iran
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      – SubjectFull: Kuwait
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      – SubjectFull: Saudi Arabia
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      – SubjectFull: Serbia
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      – SubjectFull: Singapore
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