Mucho se ha dicho respecto a los conceptos de educacion virtual y formacion integral. Sin embargo, pocos cruces se han establecido entre estos dos discursos con el fin de vislumbrar nuevos retos que la pedagogia debe enfrentar en la nueva era tecnologica. La educacion virtual parece privilegiar el desarrollo de las competencias cognitivas. En primera instancia, se hace un repaso historico de la manera como la tecnologia ha establecido nuevos retos a la educacion, desde la invencion de la imprenta hasta la aparicion del Internet. Posteriormente, se analizan los diferentes discursos producidos respecto a los dos conceptos propuestos, mediante la aplicacion de la Arqueologia del Saber de Michel Foucault. Hecho esto, se pasa a analizar la manera como se concibe la formacion integral en las rutas de aprendizaje que hacen parte de las aulas virtuales. Posteriormente, se conecta la idea de formacion integral con el pensamiento rizomatico propuesto por Gilles Deleuze. Finalmente, se plantean visibilidades de la educacion integral en el esquema de la educacion virtual a traves de preguntas que llevan a re-pensar el modelo pedagogico tomasino. Abstract Lot of ideas has been produced regarding the concepts of e-learning and holistic training. However, few of them establish a relation between both discourses in order to find new challenges pedagogy faces in this new technological age. The growing technological advances bring new ways of conceiving education. E-learning seems to privilege the development of cognitive competencies. In the first part of the article, it is made a historical review on the way technology has set new challenges to education from the invention of the first printing machine until the apparition of Internet and the digital age. Then the different produced discourses on the field of e-learning and holistic training are analyzed by applying the Archeology of Knowledge proposed by Michel Foucault. After this, the author shows the way Holistic training is evidenced in the learning routes that are part of the virtual rooms. Afterwards, the idea of Holistic training is connected to the proposal of rizomatic thinking by Gilles Deleuze. Finally, new sights for the Thomas de Aquinas pedagogical model with regards to the e-learning are shown, through some problematic questions.