Digital mathematical technologies such as function plotters, geometry packages and CAS are an important part of mathematics education. This report provides research-based scales to assess teachers’ T) beliefs about teaching with technology, S) self-efficacy beliefs for teaching with technology and M) teachers’ self-reported modes of technology use. For the sake of completeness, scales for capturing E) epistemological beliefs, which stem from Laschke & Blömeke (2014), are also included.