The following research was carried out in a university institution in the city of Cali, particularly in the faculty of distance and virtual education where the B-learning modality is implemented. In it, the elements that must be taken into account to improve the pedagogical and virtualization processes that are taught in the institution were investigated. Therefore, the genesis of the problem that is summoned in this research is related to the difficulty that digital immigrant teachers of the Institution show to appropriate the technological tools that B-learning education requires of them. This was the tip of the iceberg that, thanks to the mixed research approach - qualitative and quantitative - that was implemented and through the instruments that were applied: surveys and interviews, to different levels of the educational community (tutors, student teachers, students of the Distance and Virtual Faculty) revealed problems much more complex than the simple inability to handle virtual tools; difficulties that are related to paradigms, pre-knowledge, prejudices, methodologies and traditional evaluative methods that were believed to have been overcome, but that in reality had been mimicked by the spectacular nature that virtuality offers. From all this, it was concluded that technology is a means that totally conditions pedagogical practices, but does not determine them. This means that the use of technological advances are highly enriching instruments if they correspond to a perfectly structured human and pedagogical proposal; based on principles of collective construction, dialogue. If they do not correspond to paradigms of this type, they become substitutes for chalk and blackboard that do not contribute to the integral formation of the subject. Therefore, the intervention proposed for the training of teachers in the Faculty of Distance and Virtual Education must transcend the merely instrumental, that is, become a nucleus of pedagogical research to really revolutionize practices.