In The Netherlands an annual review of the situation with regard to the use of ICT in education is carried out jointly by educational researchers from IVA, Institute for Policy Studies, University of Tilburg and ITS, Institute for Applied Social Sciences, University of Nijmegen. In secondary schools data are collected by IVA. At the ECER 2003 conference data with respect to secondary education from the year 2001 will be presented. IntroductionBased on earlier research, Mooij and Smeets (2001) distinguished five successive phases of ICT implementation in secondary schools. Phase 5 comes down to the overall integration of ICT in all sectors in the school. However, the actual use of ICT in many schools appears to be quite limited (Smeets & Mooij, 2001). Research shows that with regard to the implementation of ICT several factors are significant: the school policy, teachers' views and skills, the ICT infrastructure, and support (Smeets et al., 1999). School policySchool policy includes many aspects that are relevant for the implementation of ICT in education. Senior management is expected to 'drive the change' (Kennewell, Parkinson, & Tanner, 2000) and foster the emerging of an ICT school culture. This involves providing the infrastructure that is necessary, providing opportunities for professional development, providing time for implementing changes (see, e.g., Maddin, 1997), and generating the perception that the integration of computers in education is expected (Marcinkiewicz, 1996). The ICT co-ordinator plays a crucial role in this respect as well (Morgan, 1995).Teachers' views and skills The use of ICT in the classroom depends to a significant extent upon the skills of teachers (Hannafin & Savenye, 1993; Veen, 1995). In addition, teachers' views are crucial to the implementation of ICT in the classroom. The perceived relevance of the innovation significantly influences the use of ICT by teachers (Fullan et al., 1988; OTA, 1995; Ten Brummelhuis, 1995). Another aspect that is crucial in respect to developing teachers' skills is communication (Janssen Reinen, 1996). Richardson (1997) found that teachers who are competent in using ICT in education list professional dialogue as being one of the major factors that enabled them to evolve towards a new style of teaching.ICT infrastructure and supportThe availability of hardware and software is a precondition for the implementation of ICT in schools. In this respect other aspects are relevant as well, like the placement of the equipment (OTA, 1995). Access to ICT plays an important role, including access by teachers at home, which has a positive impact on teachers' skills with regard to using ICT (BECTa, 2001). Support is another factor that contributes to the implementation of ICT. This includes technical support as well as support with regard to didactic uses of ICT in the classroom (Kennewell et al., 2000).Research questions and methodThe data from the ICT Education Monitor provide an opportunity to check the model proposed by Mooij and Smeets (2001), based on a large set of data. In addition, the data allow for studying factors that facilitate the implementation of ICT in secondary schools. The results of the analyses will be presented at the conference. Data are available from questionnaires that were completed by 137 school managers, 120 ICT co-ordinators, 1095 teachers, and 3204 students from 165 secondary schools. These data address all relevant aspects of the implementation and use of ICT in secondary schools. 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