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.