Javeri, M., & Persichitte, K. (2007). Measuring technology integration practices of higher education faculty with an innovation component configuration map (ICCM). International Journal of Technology in Teaching and Learning, 3(1), 28-50. ________________________________________________________________________ Manisha Javeri is an Assistant Professor of Instructional Technology at California State University, Los Angeles. Kay Persichitte is a Professor and the Director of Teacher Education at the University of Wyoming. Please contact Dr. Javeri, Applied and Advanced Studies in Education, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032 E-mail: mjaveri@calstatela.edu. Measuring Technology Integration Practices of Higher Education Faculty with an Innovation Component Configuration Map (ICCM) Manisha Javeri California State University, Los Angeles Kay Persichitte University of Wyoming This paper focuses on the design, development, and standardization of an instrument, Innovation Component Configuration Map (ICCM) (Hall & Hord, 2001), designed to measure technology integration practices of higher education faculty in Schools, Colleges and Departments of Education (SCDEs). The ICCM is grounded in current best practices and technology standards set forth by the International Society for Technology in Education (ISTE). This ICCM was developed using the five standardized steps proposed by Hall and Hord (2001), and Heck, Steigelbauer, Hall, and Loucks (1981). The main purpose of this study was to develop an instrument that provided word picture descriptions of the technology integration practices of faculty in SCDEs. This ICCM was further used to identify and map fidelity levels (high, moderate and low) of technology integration practices of faculty in SCDEs, and then to match the fidelity levels with recommendations for support and interventions. Keywords: Technology Integration Practices, Standards, and Use In this era of inevitable change, most educators agree that education needs to reflect technological and social changes in our society (Thornton, 1998; Robyler & Edwards, 2000; Hall & Hord, 2001). This is clearly echoed by the efforts of various national and state organizations in the U.S.A that have invested heavily to enhance the integration of technology into teaching and learning at all levels of education. The International Society for Technology in Education (ISTE) collaborated with the National Council for