I regularly see three myths and misconceptions being advanced by those advocating for the use of blockchain in education. It leaves me wondering if blockchain for learning advocates even understand the underlying technology. For all that seems magical about blockchain technology, I assert it is not – after all – magic.
While Congress has given us a new federal education law (and educational technology program) and the Obama Administration has given us a new national educational technology plan, I’d contend there is little coherence or evidence of a theory of action underlying the federal role for technology in K-12 education as of the start of 2016. This post kicks off a multi-part series considering 20+ years of federal education technology policy toward the end of suggesting a more productive role going forward. It is my hope that this series of posts helps spur deeper consideration of this important education policy issue.
