Measuring Teachers’ Technology Uses

In the last 20 years, substantial investments have been made in educational technology. Not surprisingly, in today’s zeitgeist of educational accountability there have been increasing calls for empirical, research-based evidence that these investments are affecting the lives of teachers and students. This paper examines the ways in which teachers use technology, with a specific emphasis on the measurement of teachers’ technology use. Specifically, the survey responses of approximately 3,000 K–12 teachers are analyzed to examine the multidimensional nature of teachers’ technology use. The findings provide insight into improved strategies for conceiving of and measuring teacher technology use.