Disruptive Innovations in Educational Ecologies: Positionality and Distributed Ledger Technologies

Potential Abstract: This research article examines the intersection of disruptive innovations, educational ecologies, positionality, and distributed ledger technologies within the field of education. Drawing on critical theories of technology and sociocultural perspectives on learning, this study explores how the introduction of distributed ledger technologies can reshape power dynamics, knowledge production, and educational practices within diverse learning environments. By situating these technologies within the broader context of educational ecologies, we seek to understand the implications for equity, access, and agency in education.

Through a qualitative case study approach, we analyze the implementation of distributed ledger technologies in a variety of educational settings, ranging from K-12 classrooms to higher education institutions. We investigate how these technologies influence relationships between students, teachers, administrators, and other stakeholders, as well as how they impact the construction of knowledge and identities within these ecologies. Additionally, we consider the ways in which learners’ positionalities, including their social identities, cultural backgrounds, and power dynamics, intersect with the adoption of distributed ledger technologies in education.

Our findings suggest that while distributed ledger technologies have the potential to democratize access to information, they also have the capacity to reinforce existing inequalities and marginalize certain groups of learners. By critically examining the implications of these technologies through the lens of positionality and educational ecologies, we aim to contribute to a more nuanced understanding of how disruptive innovations can shape the future of education.

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