After approximately four decades since the beginning of the massification of ICT in education, once the massive provision of computer equipment in educational centers was promoted through government initiatives (Wellington, 2006), the efficiency of virtual education has been questioned in some countries in the time of Covid-19.For several years, the idea of improving education with the incorporation of ICTs in teaching has been energized and even thought about the consolidation of a virtual education model.Initiatives that aim at the articulation between traditional education and virtual mediation have been incorporated into educational policies.Despite the importance given to ICTs as determining factors of a new educational model, their true capacity to support pedagogical processes during the covid 19 pandemic has been tested.In the framework of the health contingency, educational institutions have been forced to move their activities to virtual scenarios, given the restriction of face-to-face activities for several months.Thus, extensive use has been made of virtual platforms and ICT tools in the provision of educational services.