抄録
This research aimed to investigate the social acceptance of using EdTech for personalized learning in elementary and secondary schools in Japan, along with its relationship with the social acceptance of educational reform, ethical and legal beliefs, and the conception of learning. We collected the data from 667 adults using a web-based survey. The results revealed that most participants accepted using EdTech for personalized learning but were reluctant about it if it would significantly change the current educational system or the positioning of schools and teachers. They also showed that most participants place little emphasis on legal restrictions for educational reform, suggesting a concern that EdTech might be introduced hastily by neglecting the discussion of legal issues. Regarding the ethical issues, most preferred that students, parents, and schools retain the right to choose whether to use EdTech. Moreover, those who had a deep conception of learning were more likely to accept using EdTech for personalized learning in an ideal way, suggesting that using it might increase the achievement gap. These results suggested that it is necessary to reach a consensus among students, parents, and teachers on how to use EdTech for personalized learning, based on an understanding of its possibilities and limitations.
