This paper presents a methodological proposal for evaluating ICT indicators in grades 1st to 11th through a process carried out by the teacher in the workplace. The research process included the study of national and international ICT indicators and the analysis of meaningful teacher experiences with ICT reported in questionnaires. Results showed first, that standardized indicators limit an accurate reading of a specific reality and, second, that there is a need to go beyond access and use indicators because these represent a first level of appropriation, yet do not constitute appropriation per se of ICT in education.