The appropriation of ICT in the classroom increases to the extent that technological advances provide new ways for its use; they constitute tools that allow the implementation of new teaching didactics and forms of communication between teacher-students. The reflection on how information and communication technologies are conceived and implemented in a specific educational context, offers a set of both theoretical and practical tools that allow an approach to the way in which the incursion is currently being assumed. the technologies in the classroom and virtual teaching. The research described here used a mixed methodological, quantitative-survey- and qualitative-class recording and interview- framework, which made it possible to demonstrate the educational praxis in the pedagogical process impacted by the digital ecosystem. The investigative object was focused on determining how the educational act is transformed, the relationships of the academic actors and the formative strategies for the strengthening of skills and the acquisition of knowledge. Study corpus conformed by 232 students, 47 teachers, who answered the instrument of quantitative exploration, and gave rise to 7 videos, 18 hours of recording, and 11 interviews that were analyzed through the MaxQda tool. From the practiced analysis the logics of the relations, the practices and the design of virtual environments for the process of formation in the classroom are delineated. Contribution to the reflection that is given from the institutional, educational modalities and new media that involve an interaction to an interrelation of subjects beyond the instrumental. The educational society rethinks its roles and tends to actions that modify and in turn certify the effectiveness and validity of an integral professional in the current media world.