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The purpose of this study was to examine some of the gaps in the research around the use of online surveys in teacher preparation settings by exploring the attitudes toward technology and online evaluations, as well as predictors of user assessment of online data collection methodology, among 222 College Supervisors and Cooperating Teachers. Research questions centered around the status of and relationships among College Supervisor/Cooperating Teacher demographic variables, level of computer experience, computer proficiency, attitude toward technology, perceived ease of use, perceived usefulness, facilitating conditions, and overall assessment of online student teacher evaluations. Findings indicated that Cooperating Teachers experienced far fewer technological difficulties and found online evaluation to be much easier and more useful. They also had a more positive overall assessment of online evaluation. Among all study subjects, attitude toward technology, perceived ease of use, and perceived usefulness explained 74% of the variance in their overall assessment of online evaluation. Recommendations regarding the implementation of online evaluation in student teaching settings are offered.