This article gathers the perceptions of students on social networks, as a didactic method, with the aim of searching and designing didactic strategies to adapt the contents and methodology to the new technological context. The participants were university students of Early Childhood and Primary Education in 2013-2014 and 2016-2017. A longitudinal study was conducted with a descriptive, non-experimental methodology and the semi-structured questionnaire used was validated through factorial and cluster analyses. The students from both degrees showed a polarization and dispersion of opinions about social networks, which could be related to a more critical attitude toward their advantages and disadvantages.