Parallel to ICT investments in schools, monitoring programs have been set up to gain insight into the "return on investment", to assess their effects on educational practices and to map trends. This paper presents the theoretical and methodological framework of a region-wide ICT monitoring study (MICTIVO) conducted in Dutch-speaking schools in Belgium. In line with the MICTIVO model, ICT integration is conceived as a unity consisting of ICT infrastructure, ICT policy and ICT use at the micro-level, in which three actors are involved: principals, teachers and pupils. First, this article focusses on the two European monitoring studies that have inspired MICTIVO: Four in Balance Monitor and Eurydice. Second, this article discusses each of the MICTIVO components in detail. Thirdly, two elements of the field study are highlighted: the sample design and the data collection. The scales were empirically validated in three large-scale MICTIVO studies and show strong psychometric properties. Due to its theoretically-grounded approach and its methodological strengths we believe MICTIVO allows researchers and practitioners to study ICT integration in a comprehensive, representative way. [For the complete proceedings, see ED590269.]