Criteria and Indicators of Ict Implementation Stages at a Secondary School

CRITERIA AND INDICATORS OF ICT IMPLEMENTATION STAGES AT A SECONDARY SCHOOL Virginija Chreptaviciene and Arvydas Kondratas Kaunas University of Technology

Paper presented at the European Conference on Educational Research, University College Dublin, 7-10 September 2005

Introduction Changes in the society, intensive development and variety of technologies require new teaching and learning qualities from education. The educational technology based on information technology means could guarantee this quality (Schacter, 1999) as ICT implementation in education induces the change of curriculum, expands educational environments, guarantees better quality of learning, professional development, influences the change of pedagogical system, school management and school culture (Haefner, 1998, Coughlin, 1999, Schacter, 1999, Markauskaitė, 2001, Jucevičienė, 2002, Otas, 2000, Telešius, 2002, etc.). In the latter years ICT implementation in education was analysed by a lot of researchers. The coherence of ICT and education were analysed by foreign researchers - Branson (1990, Harwey (1990), Achtenhagen (1995), Dwyer (1996), Fullan (1996), Gibson (2001), McCormick Scrimshaw (2001), De Voogd, Bohlin (2001) Andresen and Brink (2002), Andresen, Weert et al (2002), Resta, Semenov et al (2002), Knierzinger, Rosvik, Schmidt (2002), Fluck (2003), Haddad (2003), Fodor (2003), Heeks (2004) and others. Lithuanian researchers also analyse the problems of ICT implementation into education - Petrauskas (1990, 1998), Balčytienė (1998), Chreptavičienė (1999), Markauskaitė (1999,1998, 2000, 2001, 2004), Dagienė (1999), Bakolis (1999), Bitinas (1999 ), Zalatorius (2000), Urbonaitė (2000), Balvočienė, Balvočius (2000), Markauskaitė, Dagienė (2000, 2001, 2002), Monkevičius (2001, 2002), Otas (2000, 2001, 2003), Amdziulienė, Valionienė (2001), Laurinčiukienė (2001), Jucevičienė (2002, 2003), Baskas (2002), Chreptavičienė (2000), Chreptavičienė, Kondratas (2003, 2004), Petkūnas (2003), Brazdeikis (2003) and others. Most frequently in the works of the above-mentioned researchers the attention is paid to certain areas of teacher’s and pupil’s activity, the influence of ICT implementation upon the change of pedagogical system, improvement of the results of ICT learning/teaching, interferences for ICT implementation, ICT competence of a teacher, ICT influence upon education modernisation and change and so on. Only in some scientific studies (Petrauskas, 1990, Fullan, 1996, Coughlin, 1999, Urbonaitė, 2000, McCormick, Scrimshaw, 2001, Andresen and Brink, 2002, Anderson and Weert, 2003, Jucevičienė, 2002, Brazdeikis, 2003, etc.) it is possible to detect the analysis of other phenomena, stages of ICT implementation at school, their classification as well as characteristics of ICT application levels. In scientific studies the qualitative and quantitative evaluation parameters of particular stages of ICT implementation at school – criteria and indicators – are missing; they would enable the diagnosis of the present situation of ICT implementation at school at different stages, the creation of a whole picture, the identification of the problems of ICT implementation and possible ways of problem solution as well as the providence of further steps for ICT implementation. As the system of criteria and indicators for the stages of ICT implementation at school is missing, the article deals with the following research problem: what criteria and indicators can reflect different stages of ICT implementation at school? The aim of the article is to disclose and found criteria and indicators of ICT implementation stages at school. The research methods are analysis of scientific literature and a questionnaire survey. The article consists of two parts: the first part analyses stages of ICT implementation at school as well as their classification distinguished by various authors; searches for common coherences, substantiates criteria and indicators of ICT implementation stages at school; the second part presents the diagnostic research by means of which it was sought to identify whether the theoretically substantiated criteria and indicators of the stages of ICT implementation at school are valid. Before proceeding to the analysis of the problem, it is important to explain main concepts used in the article in order to avoid their ambiguous interpretation. When analysing scientific literature it is noted that authors, having analysed the problems of ICT implementation at school, use different concepts: some use “phases, stages of ICT using”, others – “phases, stages of ICT implementation, installation”. In the article the concepts “using” and “implementation” as well as “stages” and “phases” are used as synonyms. In order to achieve clearness and simplicity the following abbreviations are used in the article: information communication technologies – ICT, information technologies – IT.

1. Rationale for criteria and indicators of ICT implementation stages at school

Most performed researches disclose that ICT positively influence education and can elevate educational process to a new level of quality (Schacter, 1999). It is unquestioned (Coughlin, 1999, Haefner, 1998, Knierzinger et al., 2002, Strategy of ICT Implementation in Education, 2000) that ICT implementation is directly related to pupils, to improvement of their teaching/learning results, modernisation and change of education. It is evident that the mentioned results depend on a lot of factors. The level/phase of ICT implementation is the most important. In order to evaluate the level/phase of ICT implementation at school at a certain moment, it is necessary to have criteria and indicators of ICT implementation stages. A criterion can notionally be defined as “basis for evaluation, measure, parameter” (Dictionary of International Words (in Lithuanian), 2003, p. 412). This is a feature according to which something is evaluated, measured, classified. The concept of criterion is yet identified with the concept of truth. The criterion must be ultimate, that it should not be necessary to assert its validity (Nekrašas, 1993, p. 129). Every criterion is related to field, domain including evaluation systems and it is defined, identified by certain component elements, indicators and characterisations. Indicators and characterisations have to be defined by specific reasonable terms (http://www.wmich.edu/). An indicator is a tool, mechanism to picture the state, qualitative or quantitative characteristic of an observed object by the form perceptible for a human being (Dictionary of International Words (in Lithuanian), 2003, p. 311). According to Bottani and Tuijnman (1994), an indicator - is “politically important statistics, presenting information about conditions, stability or changes in the activity of educational system or about particular aspects of its functioning.“ An indicator is also perceived as “limited assortment of statistical data“, which alongside theoretical premises and practical experience obtains specific meaning – a whole complex of corresponding circumstances is expressed by several numbers” (Šermukšnytė, 1996). However indicators are more than the usual statistics: they inform and at the same time evaluate fixed information. It is evaluated comparing with a certain identified standard or the Standard that existed in the past. Thus the evaluation category is characteristic to the concept of both criterion and indicator; but the concept of indicator is more frequently used to describe the status quo, to present quantitative or qualitative characteristic by the form perceivable by a human being, accordingly the concept of criterion is more universal and it is used when creating the system of criteria. It is possible to state that the criteria of the stages of ICT implementation at school are the features of ICT implementation at school, and the indicators of the stages of ICT implementation at school – the expression of these features. The latter make the basis of the diagnostics of the stages of ICT implementation at school. In order to evaluate the stages of ICT implementation at school, it is necessary to have such criteria by means of which it would be easily identified in what stage of ICT implementation a school is at this particular moment. Criteria become more meaningful if they are presented as system because

2 it is possible to evaluate and identify the stages of ICT implementation at school more successfully and diversely. Attention should be paid to the fact that researchers distinguish different number of ICT implementation stages and their classification (see Table 1). For example, some of them - Andresen, Brink (2002), Anderson, Van Weert et al. (2002), etc., - distinguish four levels of the implementation; others - Coughlin (1999), McCormick (2001) - limit themselves in three implementation phases or stages. However having compared three levels (McCormick, Scrimshaw (2001) to four stages of ICT implementation (Anderson, Van Weert et al. 2003), it is noted that they coincide with corresponding stages of using, inserting and transformation. The difference is only that McCormick, Scrimshaw (2001) do not emphasize the first – the stage of ICT. Thus the conception of four stages is considered to be more comprehensive. Table 1 Stages of ICT implementation Authors, Stages of ICT implementation years I. II. III. IV. Petrauskas Early/elementary Experimental. Planned Widespread Harmonious application (1990) Fullan Material, media Change of behaviour, methods Change of content (1996) Fullan Initiative Implementation Institutionalisation (1996) Coughlin Entry Adaptation Transformation (1999) Urbonaitė There are no Have 6–12 more Have 10–20 computers with the possibility to use the (2000) computers or at least powerful computers Internet, profiled teaching of separate subjects 5–6, or not a with multimedia powerful class, equipment, informatics is taught informatics is taught Strategy of Readiness Modernisation of ICT integration into Development of education ICT libraries curriculum networks implementat ion in education (2000) McCormick, More effective us of Extension of activity by new methods Activity transformation Scrimshaw ICT (2001) StaR Chart Early Developing Advanced Target project (2001) Andresen Scenario 1. Scenario 2. Scenario 3. Presentation of Scenario 4. Training of (and Brink Presentation of Presentation of curriculum/content by teaching – a pupil to create one’s (2002) curriculum/content curriculum/content oriented target programs product of multimedia by linear multimedia by non-linear multimedia (e.g., hypertext) Anderson Introduction/discove Application/Learni Involvement/Understanding how Transformation/ and Weert. ry of ICT media ng how to use and when to use media Specialisation for (2003) media professional activity Jucevičienė Access of teachers Diversification and Expansion of learning/teaching Transformation of (2002) and pupils to efficiency increase possibilities using websites, the learning/teaching computers. of traditional Internet, intranet educational process

3 Strategy of Emerging Applying Infusing Transformation ICT implementat ion of vocational education (2004) EnGauge Awareness Adoption Exploration Transformation project (2004) UNESCO Emerging Applying Integration Transformation (2005)

Speaking about the concept of criterion and indicator, it is also necessary to define the concept of characteristic because, when evaluating the phase of ICT implementation at school, it becomes evident that certain processes integrate different fields of ICT implementation at school and the concept of criterion is not enough. Characteristic – is what it is defined. Jovaiša (1993, p. 33) states that this is the method of pedagogical research by means of which some features of a phenomenon are identified. Other authors state that this is the emphasis and disclosure of certain features or activity characteristics. It is important to note that different authors most frequently distinguish four rather similar managerial stages of ICT use (Stage I - “awareness, emerging, early, introduction”, Stage II - “applying, adoption”, Stage III - “infusing, integration, exploration”, Stage IV - “transformation, specialisation”) (see Table 1). Certain common characteristics, reflecting ICT relation to pedagogical and managerial systems, are important to all stages of ICT use. Each stage of ICT use possesses original exceptional quantitative and qualitative criteria. Identification of these characteristics as well as criteria and indicators that characterise them can become an instrument in determining in which stage of ICT use a school is during the research. While analysing scientific literature, it is possible to note that authors present different characteristics of ICT researches (see Table 2). Table 2 Characteristics of the identification of ICT use stages Model Analysed areas Caughlin It is analysed according to 7 pedagogical . Professional practice (1999): stages dimensions: . Class and teaching management of ICT . Pupils . Competence of administration progress . Learning environment . Potential of a system . Professional competence of teachers: . Technological potential . Essential knowledge of technologies . Communication of community . Curriculum, learning and assessment . Responsibility McCormick It is analysed according to 6 pedagogical . Activities necessary for learning and assessment (2001): stages dimensions: . Roles and relationship between pupils and of ICT . Goals and objectives of education teachers development . Attitude of a teacher to learning . Teaching in a class . Attitude of a teacher to knowledge (cognition) Strategy of It is analysed according to 7 educational fields . Provision with computers ICT where changes are to take place: . Teacher’s role and qualification implementatio . Education and society relation . Close relation of science and education n in education . Life at school . Financing and management of ICT (2000) . Curriculum and methods implementation Jucevičienė Technological, human intellectual resources and . ICT interactivity (2002): model changes at school as their result are analysed: . Change of subject understanding of ICT use . Computer equipment and quality . Activity and learning networks levels . Computer literacy of teachers and pupils . School organisation and its culture . Implementation of modern ICT . Knowledge management . Qualities of the Internet, intranet and ability to . Competence of meta-learning

4 use them . Development of pedagogical system . Distance teaching UNESCO Managerial pedagogical characteristics are  Facilities and resources: software, (Anderson and summarised:  Understanding of curricula, Weert, 2002)  Vision,  Professional development of school staff,  Learning pedagogy,  Community,  Development plans and policies,  Assessment  Facilities and resources: hardware, EnGauge Fields of analysis and characteristics:  Digital Age Equity program  Modern thinking, experienced vision:  Information receptivity (2004)  Effective teaching and learning practice.  Systems and management (reconstruction of  Experience of educators in the practice of educational system into learning organisation) effective teaching and learning

5 CEO Forum Essential characteristics:  Digital content Star CHART  Educational aims (analogous to vision of  ICT achievements and assessment of pupils project (2001) schools)  Use of research in ICT field  Technical equipment/hardware and  ICT use in administration connectivity  Involvement of teachers and community  Professional development (competence of teachers) NESCO (2005) System of characteristics for school research:  Curriculum, textbooks  Technological infrastructure and access:  Use and training of training professionals (empowering environment, connectivity to the  ICT use and learning by pupils Internet, speed/type, software and hardware)  ICT policy and strategy

Having compared (Table 2) the characteristics presented by the authors, it is possible to note that they are rather similar. Firstly, material ICT resources, i.e. technological equipment, its potential, diversity, possibilities, are analysed in all researches of ICT using in educational system because possibilities of technological equipment directly influence school’s potential to incorporate them into educational process. Secondly, most characteristics involve members of school community: teachers, pupils, parents, administration and other employees of the school. School’s progress and transition to a higher phase of ICT using is impossible without their ability to use ICT as well as their appropriate competence. Thus in all ICT researches such fields as teachers’ ICT competences and professional development, innovation, teachers’ ability to ICT during lessons, achievements of pupils’ ICT literacy, ability of administrators to use ICT in school management, community communication are analysed. Some researches are related even to education policy, school’s vision in the context of ICT using. We think that when analysing the phases of ICT using at school, it should be interpreted as organisation and as community of educational subjects (pupils, teachers, managers, parents, etc.) working there and closely related (Jucevičienė, Bagdonas, 2002). In such case it would be to the purpose to confine by micro-level (teachers, pupils, and their groups) and partly by mezzo-level (school managers, administration, parents, school self-government, except regional institutions of education management, regional community). Everything what it is outside the school (except parents) should not be researched. In this aspect the communication of school community with school’s external environment (echo, macro levels) by e-mail, the Internet, using possibilities of distance teaching/learning, and so on should be considered as exception. In the research pupils of upper forms (9-12) should participate and their computer literacy, ICT using, presentation of knowledge and work results as well as other characteristics should be analysed as the criteria of III and IV level of ICT use might be not achieved when teaching pupils of lower forms if the possessed experience of the pupils and curriculum is considered. Managers and administration play an exceptional role in school management, thus ICT use should be analysed in the activity of administrators. In order to develop school activity, it is important to research the dissemination of ICT experience and innovations as well as ICT of library as new educational space. As the matters of data security, access to harmful content get sharper, it is purposeful to analyse security of ICT. Summarising the analysis of identification of characteristics of ICT implementation stages, it is purposeful to distinguish the following fields: 1) technological infrastructure; 2) teachers; 3) pupils; 4) administrative personnel; 5) parents; 6) research; 7) libraries; 8) security of information technologies. In order to evaluate the phase of ICT implementation at school, characteristics are not enough; one should know criteria of ICT implementation phases, which would reflect a corresponding characteristic. The most optimal instrument of the research, disclosing the complexity of ICT use phases, learning environment, educational subjects, characteristics and criteria is the matrix of characteristics and criteria (Table 3). The matrix consists of the vertical axis, on which characteristics of learning environment and educational subjects are arranged, and the horizontal axis – four phases of ICT use. The criteria showing the change of chosen characteristic at the stages of ICT implementation are written in the boxes of axes’ intersection. Indicators, the character of which can be quantitative or qualitative, are attributed to each criterion. All distinguished criteria are numbered according to their place in the matrix.

6 Characteristics, criteria, indicators of of the identification of ICT implementation levels ICT levels I II III IV Emerging Applying Infusing Transforming Characteristics, Criteria indicators indicators indicators indicators Technological Number of pupils for Over 10 pupils/comp 5-10 pupils/comp 2-4 pupils/comp. 1 pupil/comp infrastructure one computer Quality of computers >50% old computers 20-50% old computers <20% old computers. All computers - suitable (300 Mhz, 4 GB HDD) Connection to the <25% connected 25-50% connected 51-90% connected >90% connected Internet Transfer rate of the 56-128 kbs 128-256 kbs 256-512 kbs >512 kbs Internet modem Network of computers No network of computers Local network of a class Network of a school Network of a school with controlled access Time of ICT technical Technical help in 3 days Technical help in 2 days Technical help in 1 day Immediate technical help in repair several hours Other technological Media are not enough Small variety of media Limited access to media Access to media everywhere and media recourses always Existence of the Internet No Internet website Website is not informative Website is informative Informative, interactive website website (only properties) (corresponds enterprises’ (permits to install information) standards) Teachers, Time spent by teachers <2 hours every day 2-4 hours working with ICT 4-6 hours every day >6 hours every day working with professional working with ICT working with ICT working with ICT ICT development ICT use Use of e-mail by 30% have e-mail 30-74% have e-mail 75-94 % have e-mail >95% have e-mail teachers Number of teachers <20% use ICT 20-60% use ICT 61-94% use ICT 95-100% use ICT using ICT Number of teachers who <80% finished ICT courses 80-89% finished ICT 90-95% finished ICT >95% finished ICT courses finished ICT courses courses courses Budget for ICT courses <10% of ICT budget 11-15% of ICT budget 16-30% of ICT budget >30% of ICT budget Forms of help for Help by means of Help by means of courses, Consultations of direct Help at any time, anyplace teachers instructions, customer independent ICT learning access, distance teaching manuals Pedagogical system Traditional pedagogical Pedagogical system Teacher facilitating System Pupil-oriented system system managed by a teacher Extent of ICT integration ICT as supplementary Beginning of ICT Fully integrated ICT into Digital content changes teaching into teaching teaching integration into teaching teaching Support in implementing Implement ICT Implement ICT with the help Implement ICT by Implement ICT with the team of teaching programs independently of colleagues consulting with authors authors

ICT use in assessment <25% use ICT for 25-50% use ICT for 51-90% use ICT for >90% use ICT for teaching teaching material content teaching material content teaching material content material content evaluation evaluation evaluation evaluation Pupils, ICT use, Frequency of ICT use 50% use once a week 75% use 3-4 times a week 100% use every day 100% use every day in all subjects access Areas of ICT use ICT is used in order to Use for presentations, Use for researches, problem Digital content enables improve basic knowledge communication solution researching, creativity Achievements of pupils Demonstrate better basic Some excellent knowledge Excellent knowledge of Excellent knowledge (9-12 forms) knowledge most subjects corresponding all standards Access to the Internet Do not have any access to Limited access to the Limited access to the Equal access to technologies the Internet Internet Internet and other recourses Time spent at ICT Use ICT <2 hours 2-4 hours a day 4-6 hours a day >6 hours a day during a day Use of e-mail <30% have e-mail 30-74% have e-mail 75-94% have e-mail >95% have e-mail Administrators Goals of ICT use Use ICT for To collect data, to To collect data, to analyse Use for identification of order communication goals communicate with outside results, to take solutions procedures, activity analysis, improvement management Directions of Possess ICT literacy Require, stimulate, reward Creates conditions and Initiate change and community administrators’ activity competence, supervise ICT ICT integration activity, ICT require to use ICT in involvement, stimulate ICT development purchase implementation vision teaching, assessment and cooperation management Parents, Involvement of parents Community is almost not Limited access to Communication by e-mail, Parents and community is community and community informed about access information about access to results by the involved into review of teaching possibilities attendance, marks Internet goals and results Financial support by Up to 10% of parents Up to 30% of parents Up to 70% of parents Up to 95 % of parents provide parents provide financial support provide financial support provide financial support financial support

8 Researches of Performance of Inconsequent application 50% of researches are 75% external researches are 100% external and internal ICT use, researches of ICT use of researches reviewed and applied used researches are used experience Implementation of Implemented less than Implemented 20-60% of the Implemented 61-95% of Implemented over 95% of dissemination teaching programs based 20% of teaching programs programs present in the teaching programs teaching programs on ICT country Potential of creation of Teaching programs are not At least one program is 2-5 programs are created Over 5 programs are created teaching programs created created

Organisation of Innovations are searched Innovators establish groups A group for analysis of Functions of innovation information about for independently innovations is created dissemination transferred to innovations library Library, activity, Equipment of library, Computerised workplaces Software for libraries is Material selection, Becomes the store for teaching mission mission are installed provided systemisation, spread is didactic material, contacts with fulfilled expert DB Competence of library Not all employees are All correspond computer Become specialists of Managers of information employees qualified literacy standards development of information educational services skills Conception of library in Library – school’s Place for communication Place for learning and Centre for development of a community subdivision for working and experience exchange providing support community information skills, people free time, culture dissemination Protection of Data protection Consumer OS and data are Existence of customer OS, Network OS, antivirus Network OS, automatic antivirus information not protected in computers episodic antivirus software software is renewed software, authorised access to technologies information Security of networks No network of computers Network security is not “Fire wall”, diagnostics of System of network administration, regulated inbreaks spare network equipment Restriction of services Content of accessed Freedom of installation and Games, undesirable content Access to harmful content is and harmful content information is not limited trials are limited administratively limited by technical and program means Security policy, No attention is paid to Matters of security policy Rules of security policy are Consecutively fulfilled security monitoring network security policy become more and more created policy, implemented system of actual security control

9 2. Pilot research, meant to check distinguished characteristics and criteria for identification of ICT use levels In order to check distinguished characteristics and criteria a pilot research was carried out. The questionnaire in the form of the adapted matrix of StaR Chart characteristics and criteria was presented to teachers of Kaunas secondary schools. The research results showed what criteria and indicators of the identification of ICT use levels are appropriate for Lithuanian schools, which of then have to be improved, or introduce new ones. Preparation for the research An anonymous questionnaire, in which the conception of four stages of ICT use was explained, was prepared for the research. Every characteristic of the research with the criteria corresponding ICT level was transferred to the questionnaire for evaluation of experts. Likert scale with the statements “yes, for sure”, “maybe yes”, “I don’t know”, “maybe no”, “no, for sure” was created for the evaluation. In addition, an open question “Your remarks”, where a respondent could argument his/her choice, was presented after every evaluation (see Fig. 1).

II. Level of expansion of I. Level of provision with III. Level of expansion of IV. Level of traditional educational Levels/criteria of ICT use computers and computer teaching/learning teaching/learning process diversification literacy possibilities transformation and efficiency Budget meant for Less than 10% from the 11-15% 16-29% 30% and more teachers‘ budget meant for professional technologies development Do you agree with the presented budget distribution for teachers’ professional development in different stages of ICT use? Yes, for Maybe I don‘t No, for Evaluation of criterion Maybe no sure yes know sure (colour/mark a corresponding figure) 5 4 3 2 1 Your remarks: (write in)

Figure 1. A fragment of questionnaire indicators.

The research organisation All 54 secondary schools of the town, the population of which is over 350000 inhabitants, participated in the research. The educational department of the municipality helped in sending and getting back the questionnaires by e-mail.

The research results Analysing the results, the characteristics that the experts evaluated worst, i.e. positive answers (“yes, for sure”, “maybe yes”) made less than 80%, were distinguished. 1.10

1.6 jes, indeed maybe no 1.5 no indeed neutral 1.4

0% 20% 40% 60% 80% 100%

Evaluation of hardware and connectivity characteristic Figure 2. Evaluation of hardware and connectivity characteristics Ranked characteristics: 1.1 – number of pupils for one computer (9-12 forms), 1.2 - number of pupils for one computer (5-8 forms), 1.3 - number of pupils for one computer (1-4 forms), 1.4 – quality of computers, 1.5 – maintenance of computers, 1.6 – connection of computers to the Internet, 1.7 – ways of the Internet connection, 1.8 – speed of network functioning, 1.9 – network potential, 1.10 – existence of other means.

The diagram (see Fig. 2) of the evaluation of ICT hardware and its connectivity shows that 1.3 – “number of pupils for one computer (1-4 forms)“ and 1.10 – “existence of other ICT media at schools” were evaluated badly. The negative evaluation of statement 1.3 can be explained so that almost all respondents represented secondary schools and did not know the needs of elementary schools. The negative evaluation of 1.10 statement (“existence of other ICT media at schools“) shows that it is impossible to classify other ICT media by achieved levels of ICT use. This characteristic is not valid, unreliable and inappropriate in order to distinguish the stages of ICT use, in other words, scanners, projectors, copying machines, calculators, palm computers and the other, which a school possesses, does not show in which level of ICT use the school is. It can happen that a school possesses them but does not use.

11 6.1

3.3 jes, indeed 3.2 maybe no 3.1 no indeed neutral 2.6

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Evaluation of activity characteristics in ICT using Figure 3. Evaluation of activity characteristics in ICT using

Ranked characteristics: 2.1 – assistance to teachers, 2.2- teachers‘ Professional development, 2.3 - teachers‘ understanding and use of digital content, 2.4 – the budget for teachers‘ professional development, 2.5 – percentage of teachers who use ICT, 2.6 – teacher‘s role, 3.1 – pupils‘ aims to use ICT, 3.2 – frequency of pupils‘ use of ICT, 3.3 – pupils‘ ICT literacy, 3.4 – ICT integration into curriculum, 3.5 – possibilities of pupils‘ access to ICT, 3.6 – pupils‘ ICT use in evaluation, 4.1 ICT use in administration, 5.1 – integration of parents and community, 6.1 – ICT use for research.

The diagram (see Fig. 3) shows that the experts negatively evaluated statement 2.4 – ‘budget for teachers’ professional development’. This proves that the budget is too small (6% from the entire budget). Almost 18% of neutral answers to this statement show that teachers do not know the distribution of subsidies at schools. Low rating of such characteristics as 3.4 – ‘ICT involvement into teaching programmes’ and 3.6 – ‘ICT use in assessment’ show that high criteria of USA to involve ICT into teaching programs and use for pupils’ assessment are valued reservedly by our experts. This is supported by other research results, which confirm insufficient ICT involvement into Lithuanian teaching programs and pupils’ assessment (Markauskaitė, 2004).

Conclusions 1. The analysis of the stages of ICT implementation at school and their classifications revealed that the conception of four stages integrate ICT implementation stages most optimally and widely. 2. In order to diagnose the phase of ICT implementation at school, to have an entire picture, to identify the problems of ICT implementation, possible ways to solve the problems as well as to predict further steps for ICT implementation, it is necessary to have criteria and indicators for evaluating the stages of ICT implementation. 3. Empirical research verified that the theoretically substantiated system of criteria and indicators of the stages of ICT implementation at school is valid and it can be applied for the research of the stages of ICT implementation at school. 4. During the research it was identified that the presence of supplementary technical ICT means at schools, their abundance does not warrant reliable evaluation in what stage of ICT implementation the school is.

12 5. Intensively implementing ICT into educational system, it is presumptive that in the future in the sense of ICT implementation the situation will change at schools, therefore some identified indicators for the evaluation of stages of ICT implementation, for example, ICT integration into curriculum and ICT use in evaluation, will have to be adjusted according to the realia of every country.

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