This article presents the results of applying a methodology for collegiate self-assessment of comprehensive ICT adoption to two public Educational Institutions (EI). Forty surveys and eight interviews were conducted with teachers; their resources (lesson plans and blogs) were observed; three administrative staff members were interviewed; and a checklist was completed, which included the institutional educational project, school rules and regulations, and the information of the planning of spaces, equipment, ICT resources, etc. Data systematization and analysis were carried out using our own software: BaseTIC. The results of ICT adoption show advances at the macro- and meso-curricular level, while at the micro-curricular level, technologies are still given a basic use in the educational processes and the gap between teachers' being/knowledge and practice remains. The research process assessment itself allows to conclude that this type of project requires that teachers have conceptual and pedagogical ICT training and educational research training and that the EI administrative management ensures the consolidation and commitment of a research team that represents the interests of the entire academic community. The absence of these conditions makes clear that ICT adoption self-assessment is made from the perceptions and imaginary of a few, which do not necessarily represent the institutional reality and has effects on the empowerment of the proposed methodology. [ABSTRACT FROM AUTHOR]