Since its inception, the school has searched in the different technological artifacts existing tools that allow it to respond to the educational needs of each population. This relationship began incipiently during the first decades of the twentieth century. XX, with a significant increase in the diversity and quantity of technology integrated in the formation processes in the 1950s (Goldin and Katz, 2009). However, it was only until after the 1980s with the arrival of information technologies and communication (TIC) that this process ceased to be a balanced relationship, to become in a relationship in which both the teacher and his students have conceptions different on how the process of mediated formation should be carried out through the ICT (Boude, 2014)