The aim of our work is to re-evaluate the concept of teacher digital maturity to make it more operational for diagnosing technology adoption in education and supporting teachers’ professional development in the use of technology. To this end, our research adopted a three-pronged approach:
2) development of MUME, a unified model of teacher digital maturity based on professional development frameworks, and
3) design and evaluation of a standardized self-report questionnaire to measure teacher digital maturity.
This article presents work in progress on the third axis. Using data from a survey of French primary school teachers in 2023, we are comparing various measurement scales to come up with a new approach to diagnosing maturity, including a new scale and new data analysis techniques. The validated questionnaire offers valuable insights into the diversity and progression of us es, contributing to a better understanding of digital maturity and providing a practical tool for assessing contemporary teaching practices.