This paper focuses on description and substantiation of the characteristics of the pedagogical system development, which is influenced by ICT implementation in education. Development of the pedagogical system under the influence of ICT is understood as transition from the traditional, teacher-centred didactical pedagogical system to the contemporary one and entry into the technology based pedagogical system of the future, which should be learner- centred and interactive. The process of ICT implementation in education in this context can be divided into the four stages: 1) emerging: computer accessibility and literacy; 2) applying: ICT as an efficiency aid; 3) infusing: ICT as an extension device; 4) transforming: ICT as a transformative device. A systematic approach to ICT implementation at schools includes the interrelated material, organizational and educational aspects. Information sources and information transfer methods are directly related to the pedagogical system, which is dominating at a certain stage of its development. The focus of the research is on the influence of ICT on the development of the pedagogical system and substantiation of the interrelation between certain stage of ICT implementation and the model of pedagogical system. There is stated that the first stage of ICT implementation is related to the traditional pedagogical system. Traditional and contemporary pedagogical systems are mostly related to the second stage of ICT implementation, although with decreasing role of traditional one. The third stage of ICT implementation is directly related to contemporary pedagogical system, at the same time the signs of the technology-based paradigm are emerging. The fourth stage of ICT implementation will be possible only in the technology- based pedagogical system, which is opening the new future perspectives for pedagogy. The key findings of this research are the characteristics of pedagogical system development. ICT implementation, seen from the educational perspective, is regarded as a process influencing the change and development of the pedagogical system, with particular emphasis on student and teacher activities, attitudes and competencies, which are defined by the following characteristics: For students: perception of oneself as a student; interaction with teacher; interaction with other students; technological computer literacy; use of ICT for learning; presentation of learning outcomes; information self-management skills. For teachers: approaches to role of teacher's work; perception of the teachers role in use of ICT for education; subject knowledge in the ICT context; educational competence in use of ICT; attitude to learning; attitude to knowledge and knowledge assessment; technological computer literacy. There is a matrix of those characteristics presented and recommended in this article for the educational research at secondary schools in order to investigate the level of ICT implementation and existing pedagogical practice. The matrix consists of characteristics and its criteria, of both ICT implementation level and existing pedagogical system at particular school.