In the past ten years, adoption of Information and Communication Technology (ICT) in education is growing rapidly in almost every country in the world as an enabler to achieve the schools' goal. Despite many success reports on ICT adoption in education, there are many other studies conclude that ICT adoption in education is still a challenging problem. One of remaining challenge is how to identify key components for successful ICT adoption in school. The objective of this research is to explain some steps on how to identify and evaluate these components of ICT adoption using data-driven (bottom-up) approach. This method has been tested using primary data from schools in Indonesia. Findings of this empiric research reflect the components of ICT adoption in education. The components and their weights are: ICT Facilities (weight=20.35%), Utilizing ICT in school administration (weight=14.89%), Utilizing ICT in teaching and learning (weight=12.71%), User skill (weight = 11.52%), Policy (weight=6.61%), Financial (weight=6.53%), and Basic ICT Infrastructure (weight=6.29%), that constitute 78.9% of total information from 50 variables. Weighting information of each components may represent to policy makers about which components can be prioritized in setting up an ICT adoption budget. Countries with different budget restrictions may need this weighting information of each components in setting up an ICT budget.