After reading the Weller’s 25 Years of Ed Tech, I’m interested in chapter 24: Blockchain. Blockchain being a concept that has been hyped up in recent years, I was curious and eager to see how it related to education.
In conclusion of this chapter, the integration of blockchain technology in the realm of education remains a perplexing endeavor, both in terms of its mechanics and its purpose. This inclusion is not only due to its widespread attention but also serves as an illustration of the type of hype that surrounds nascent technologies that struggle to address a distinct need. Technically speaking, blockchain operates as an incorruptible digital ledger of economic transactions that holds the potential to record an array of valuable data beyond just financial dealings. Its decentralization prevents hacking and offers a means to bypass intricate networks of intermediaries required for transaction validation.
Blockchain, however, seems to be a technology searching for an appropriate application in the educational context. The question of how it relates to education, students, and learning often arises, leaving many to ponder the true value it brings. The proposal of blockchain’s application in education frequently stems from its intriguing nature rather than from a clearly identified educational necessity. While some scholars suggest potential impacts, such as secure certification systems, verification of validity, data ownership, and cryptocurrency payments, these applications could often be achieved using existing technologies. The adoption of blockchain technology for educational purposes could also lead to unforeseen environmental consequences, given its substantial energy consumption.
Historically, similar technology-driven initiatives within the educational technology field have experienced slow adoption and limited success. The eagerness to brand existing solutions with the allure of blockchain innovation is prevalent, leading to rebranded offerings and media coverage. Despite claims of transparency, blockchain often lacks documented results and data to support its touted impacts. This aura of magic can hinder true understanding and thoughtful evaluation of the technology’s relevance.
Furthermore, the parallel between blockchain’s promotion and the historical alchemical mindset is evident. Both exhibit traits such as greed, obfuscation, a magical lexicon, vagueness, occasional side benefits, and persistence. A critical perspective is required to distinguish between valid implementations and technological overreach. Openness, specific problem-solving, and a discerning approach to technological solutions are essential to avoid falling into the trap of pursuing illusory solutions, just as the pursuit of alchemy detracted from actual scientific progress.
As a computer science student, I chose this topic because it aligns with my learning goals, as I am committed to exploring the impact of cutting-edge fields on open education. I think the application of blockchain technology in education is a bold and innovative attempt, and although we haven’t achieved any significant results yet, I believe that one day it will be deeply bound to education. For example, from what I know I think making the degree certificates in the form of NFT is a good idea. A non-fungible token (NFT) is a unique digital identifier that is recorded on a blockchain, and is used to certify ownership and authenticity. It cannot be copied, substituted, or subdivided. So the risk of falsification of qualifications is avoided, and they are transparent and traceable, and everyone can verify their authenticity.