The objective of this article is to identify the technological learning pathways, at the University of Guajira - Colombia. According to the above, it responds to the descriptive model, aimed at systematically detailing the characteristics of the variable technological learning pathways, a documentary research was done based on the following authors Avalos (1992), Arias (2003) and Villavicencio and Arvanitis (1994). A formal interview was conducted with the coordinators of Planestic (Customized Environments for the Formative Use of Media). The average was 3.6, which indicates according to the scale that their level of dispersion was high in representation of the mentioned variable, whereas the standard deviation was of 0,9 which shows that there is a low dispersion of the supplied answers, obtained when applying said questionnaire to the selected key informants in the University of Guajira and its different service centers in the area of ​​studies selected for this research. It may be concluded that in the typologies of pathways of technological learning are given through learning by doing, often adapting new products to raise the productivity of the institution. In addition, it can be observed that the development of the other typologies is carried out in a non-institutional and informal way. As a final reflection we identified the different types of technological learning that are established from learning by doing as stated by Avalos (2002) this implies that through the results when applying this questionnaire to key informants selected at the University of Guajira and its different service centers in the area of ​​studies selected for this research