New information and communication technologies (ICT) bring a significant change into everyday life. As to other aspects of life, ICT brings changes in the field of education. The use of ICT in teaching and learning is already one of the key components of educational policies of developed countries and it  is also  increasingly an object of scientific research.
Dynamic development and activities in the field of ICT and education require monitoring and evaluation of reliable and valid indicators that allow the evaluation of the effects of ICT on education and help political decision makers.

One of important research questions is whether and what effects ICT has on educational attainment (UNESCO 2009). There is still no clear answer to that, one of the reasons is that most of the research remains at the level of data collection related to infrastructure, since these data are easily quantifiable and easiest to collect (Trucano 2005).
ICT can have different effects on education, but all effects are not easily observable and measurable. Some studies have shown positive relationship between home computer use and student achievement (Wittwer, Senkbeil 2007) while others show none or even negative effect (Fuchs, Woessmann 2004).  Several studies were done in this field, but only few have taken in account computer use and intertwining with other variables when it comes to student achievement (e.g. Wittwer, Senkbeil 2007, Fuchs, Woessmann 2004).

Determining the effects of ICT in education (especially on student achievement) is methodologically more demanding than measuring the impact of other factors also because only the part of the impact is direct, in addition, as already defined by Newhouse (2002), the impact reflects at several levels, which are intertwined: (a) students, (b) learning environment, (c) teachers' professional use of ICT, (d) school ICT capacities and (e) the school environment.

Exploring the effects of information and communication technology (ICT) on the educational achievements of pupils, represents  a unique challenge, because learning outcomes are influenced by several interrelated factors and processes. The use of ICT for teaching and learning is often associated with factors such as method of teaching and learning, student characteristics, characteristics of school leadership, assessment features, etc. Therefore in analyzing the effects of ICT in pupils’ achievement it is crucial to consider ICT as a factor in conjunction with other factors and with understanding the relationship of ICT and other factors.  Research questions we try to answer are: (a) In which way the use of ICT affects students’ learning achievement? (b) Has the use of a computer (or internet) a statistically significant effect on students’ performance?

Cox, M., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and Information Technologies, 12(2), 59-70. European Comission. 2006. Key competences for Lifelong Learning – A European Framework. Fuchs, Thomas & Woessmann, Ludger , 2004. "Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School," CESifo Working Paper Series 1321, CESifo Group Munich. Newhouse, Paul. 2002. A Framework to Articulate the Impact of ICT on Learning in Schools. Western Australian Department of Education. Australia. OECD 2004. Learning for Tomorrow’s World – First Results from Pisa 2003. Francija: OECD. OECD. 2010. PISA 2009 database. Trucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank. UNESCO-UIS 2009. Guide to Measuring Information and Communication Technologies (ICT) in Education. Montreal. Canada. Wittwer, Jorg, Senkbeil, Martin. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education 50 (2008) 1558–1571