Teachers have increased the use of Internet in a significant way, but the teachers with lower levels of integration of ICT have bigger increase; although the ones who were in the groups with high and medium levels of integration in the first pass moment have the highest levels in use. Nevertheless, it is considered, in general, that the levels of use of Internet in the educational institutions are quite low, and exceptionally lower in: The services which make reference to the use of Internet as the media (chats, forums) –except for -, together with other advanced services (FTP, Telnet) and web pages design. It would be advisable to train the teachers in these services, particularly as producers. The use and implementation of Internet services with the students in the classroom are practically non-existent, so it is essential to provide basic endowments of infrastructure, teacher’s training about the pedagogic use of technological resources, and to show the best experiences in this field. In general, the use profile to correspond with the integration levels of lower quality, so much from the perspective of the limited capacity of production -absolutely essential to reach its own objectives - as from the integral use as a tool inside the educational process. Increment in the use that you/they make the teachers of Internet in the center, observing significant differences among the two measure moments related to the visit to web pages (for different purposes), the use of the and FTP. The use of more specific or more advanced Internet services, significant differences have not been reached between the two measure moments. -see figure 1-. Teachers have increased the use in a significant way, especially the visits to pages web to locate contents and materials of their area. They are the teachers of low levels of integration of the ICT those that have presented a bigger increment in the use of Internet like source of information for curricular use, although the biggest use in this sense continues being presented in the teachers with middle and high level of integration. Item 2001 Mean 2001 St.D Mean 2003 St.D. Sig. I look for contents relative to my area.2,341,172,821, I locate materials for my area through generic searchers. 2,171,142,721, I locate materials for my area through web pages that I have selected. 2,271,242,711, I locate materials for my area through discussion forums or encounter places. 1,350,811,430, I locate materials for my area in electronic publications. 1,721,092,041, I locate materials for my area in publications in paper support. 1,971,182,311, Other uses of Internet like source of information for curricular use. 1,210,681,340, In this course I have found in Internet useful materials for my work in the classroom. 2,181,152,550, During this course I have used in the classroom materials picked up in Internet. 1,931,042,280, I facilitate to my students addresses of Internet with useful information for the school tasks. 1,721,002,141, The use of the different services is practically non-existent and it does not even reach a monthly rhythm. Also, this fact is clearly below the weekly use detected by the last Eurobarometer which shows 29% of teachers carry out this type of practices. Nevertheless, a significant increase has taken place in visits to web pages to get information, as a complement for their subject, and in the use of with the students -see figure 2-. This increase has taken place to a large extent in the teachers with low integration level, although in this case the teachers with medium level of integration are who have reached bigger levels in the evaluation of the year Figure 1: Comparison of the two measure moments in relation to the use Internet in the center. SCALE: 1-never, 2-fewer of 1 time a month, 3-monthly, 4-weekly, 5-daily. Significance level: * * at the 0.01, * at the 0.05 ** ** ** ** * ** * Figure 2. Comparison of both measure moments in relation to the use of Internet with students. SCALE: 1-never, 2-less than once a month, 3 - Monthly, 4 - Weekly, 5 - Daily. Significance Level: * * at 0.01, * at J.M. SUÁREZ, B. GARGALLO, N. ORELLANA, C. BELLOCH, R. BO AND G. ALMERICH Educational Technology Unit (UTE) and Department of Theory of Education University of Valencia Avda. Blasco Ibañéz, 30, Valencia SPAIN. Results obtained in two researches subsidized by the IVECE (Valencian Institute of Evaluation and Educational Quality). 1."Un primer diagnóstico del uso de Internet en los centros escolares de la Comunidad Valenciana" developed in the course [3], 2."Observatorio de Nuevas Tecnologías de la Escuela Valenciana” -ONTEV“, carried out in the course Sample Collection of quantitative data: questionnaire (27 ítems variables) ResearchTeachersCentersSelection Stratified random in function of the county and center type Represents proportionally the diverse strata (county and center type), and also the different integration typologies. Thematic blocks: 1.Data of the subject/user's profile 2.Use of Internet, 3.Formation, 4.Attitudes, 5.Repercussions in the quality of the education, 6.Alternative and suggestions of improvement Sections “Use of Internet”: a) Connection, b) Frequency of use of the services of Internet in the center, c) Use frequency with the students, d) Use frequency as source of information and resources for curricular use. TEACHER’S ICT USAGE. A FOLLOW UP STUDY. Objectives of the Study Method We estimate that this research is outstanding since he/she allows to know and to analyze: the use that the teachers make of the different services of Internet in the center, the use level with the students and the grade in that you/they use them as source of information and resources for curricular use, the pursuit of this process, analyzing their evolution along two years, it can guide the relative policies to the integration process, analyzing their weaknesses and suggesting strategies of improvement. Results a) Use of Internet in the center: b) Use of Internet with students: c) Use of Internet like source of information and resources for curricular use: Conclusions