Modern educational curriculum is related to the newest information and communication technology (hereinafter - ICT). It is commonly agreed, that ICT provide positive impact on education. (Schacter, 1999). While it is emphasized, that this positive impact relies on abilities of the educator to work effectively. For this reason it is necessary for her/him to develop there competence on use of information and communication technologies (hereafter- Educator's ICT Competency). Various researches have described the different conception and structure of competence (Juceviciene, Brazdeikis, 2003; Knierzinger and other, 2002; Resta and other, 2002; Andresen and Brink, 2002). Some competence structure a given by international ISTE organizations (2000), the Ministry of Lithuania Education and Science (2001). The differences between competence structure and models are influence by methodological basis. Usually contextualisation in the countries depending on the level of ICT. It is necessary to look for unity between Educators'ICT competence structure, when the process globalisation and europeanization are going on. To be precise we need a model which could be adapted to establish the ICT competence of the educators from different countries. One of such educators competence model could be the model of Dynamic structure of Educator ICT competence, written by Juceviciene and the author of this paper, which refers to the four-level hierarchical Competence model (Juceviciene, Lepaite, 2001) and the four stages of ICT implementation (Anderson and other, 2002; Juceviciene, 2002; Loveless and other, 2001; Petrauskas 1998). In this model methodological assessment of teacher's competence is based on reflection of teachers and on facts which prove her (his) competence. The aim of this research is to check if this theoretical based Dynamic Educator ICT competence model suitable for the country in transition. Research method of this paper - educators' activities and document analysis. Trotter, Ellison (1997) is proposing in holistic competence research to use the best results of representative's activities of particular population. Investigation of the best works is an essential condition to set the research boundaries. In Lithuania all information technologies are implemented very actively, it is announced more than 200 results of educators' works; they were evaluated by the expert of the ministry of education and Science. These works satisfied there requirement of boundaries. In educators ICT model under investigation we can distinguish the following parts: ICT literacy (ICT basic competence) which covers characteristics for technological literacy, information literacy, social literacy and ICT integral educational competence which covers characteristics for: education competence, pedagogical competence, management competence. There are various activities that coincide and cover the competences and characteristics in the model provided by Jucevicienes, Brazdeikio (2003). The majority of facts brought out by the competencies related to technology literacy of educators with aims to expand the ICT literacy among student. Another bigger group of facts shows the characteristic of education competence of educators, while using ICT in them activities to promote the students knowledge in various subject. However a little pound of facts in the educators and students communication change, in the paradigm of turn over from teaching to learning, which in essence is related to characteristics of the management and pedagogical competences. It is correspondence to the Lithuania, where the biggest attention of the state given to implementation of computer literacy among student and to the ICT use to the lessons of various subject. Such a presentation of the facts of the activities of educators ground the suitability of the Dynamic Educator ICT competence model and enables to evaluate educators' activities. However the application model is related to usage of big human recourse and can be applied only to the motivated teachers who seek to express the activities.Research helped to find a lot educator works, which enriched the Dynamic Educators' ICT competence model and enables to use the model more effectively. Also, the model can be used in the improvement of teachers' professional development. In the future the use of the model while analysing the educators'activities of other countries can be an effective tool to expand education dimension, to sharing with good experience.