Nowadays, the incorporation of technology in the educational field has transformed the scenario of the teaching-learning process, generating a change in the role of its actors, where it determines the vertices of the perfect triangulation between teachers, students, and content (Coll, 2011). Therefore, it is crucial to explore the virtual universe and implement technology-mediated learning strategies that promote the appropriation of knowledge and assess students' perceptions to contribute to new virtual teaching proposals. This research aims to explore the students' perceptions of the Regional Enrique Cabrera Barroso High School, BUAP, regarding the use of strategies applied in the Schoology platform to promote Biology learning. For this, a descriptive quantitative study was carried out in a focus group using a Likert-type scale questionnaire, obtaining the following results: the students demonstrated a high level of satisfaction with the virtual course evaluating virtual strategies as an ad hoc complement to achieve the learning objectives. They also stated that the assimilation and appropriation of knowledge depend on those technology-mediated strategies, contributing to a highly positive perception.

Nowadays, the integration of social networking sites (SNS) into the education field, like Facebook, has changed the way people communicate with each other and created new learning approaches. Therefore, the importance of implementing pedagogical strategies for English language learning (ELL) to create new learning classrooms either physical or virtual should be privileged this time. The objectives of this research article are to know if the Facebook tool helps students to learn vocabulary in English, and identify what learning strategies they use to learn vocabulary meanwhile interacting with this tool. Thus, the research questions are: 1. Does Facebook allow students to learn vocabulary in English? 2. What learning strategies do students use to learn vocabulary when interacting on facebook? Concerning methodology, the research was accomplished by using a quantitative method with a cross-sectional design and a Likert scale questionnaire. The results showed that Facebook is useful to learn not only vocabulary but also English language since students used the vocabulary in authentic, natural, and meaningful contexts. Besides, it provides important data to identify different strategies used to learn vocabulary because this social network became part of their learning process.

Currently there is a fairly large number of educational platforms; therefore, it is crucial to enter that virtual universe and use it as a tool to develop learning strategies that contribute to the appropriation of knowledge. This research aims to identify technology-mediated learning strategies that promote previous concept and meaningful learning in the subject of Biology at the high school level. To analyze the object of this study, a quantitative methodology of exploratory-descriptive type was used to know the strategies mediated by technology that develop the appropriation of knowledge of Biology content. There was an experimental group and a controlled one to apply a pre-diagnosis, treatment and post-diagnosis. From these data, the results were: Significant difference in the experimental group after the didactic intervention, since the subjects showed mastery of basic concepts of Biology and considered that the application of this type of strategies are fundamental for the understanding and organization of main ideas in the construction of meaningful learning. Besides, they affirmed that the assimilation and appropriation of knowledge depend on the strategies mediated by technology.

In recent years and derived from the pandemic that is experienced today, online education has been advancing by leaps and bounds. It has demanded that educational actors face and adapt to a series of changes that have been generated by the implementation of digital environments in the teaching-learning process. It is in this scenario where the objective is to identify the students’ emotions from High school with respect to their learning in a virtual environment. They experience a series of emotions that according to Lin, Su, Chao, Hsieh and Tsa, (2016) can generate the ideal environment to develop more successful learning processes through positive emotions. To achieve this objective, a quantitative investigation was developed, and a questionnaire with a Likert scale was designed and applied to a sample from the Enrique Cabrera Barroso Regional High School. This instrument revealed the emotions they experience in a virtual learning environment during their learning process and their interaction among the actors. Considering the results, we find that students experience a series of internal emotions that are decisive for adapting to a virtual environment.

Foreign language learners have difficulties understanding texts because they try to code and decode in their mother tongue; then, the necessity of looking for a strategy to help them is crucial. The objective of this research is to show how digital graphic organizers (DGOs) help students develop reading comprehension, especially in understanding the evolution of the English language. The review of different theories about DGOs guided to identify a proto-typed model of analysis and design digital activities to represent students' understanding of a text. Methodologically, an experimental design consisting of pre and post-treatment tests were applied in the control and experimental group, during fall 2019 in the English Language Teaching Bachelor at BUAP, on a sample of 60 subjects. A treatment phase (didactic intervention) to prove the suitability of the proposal took place by using DGOs as a tool to promote reading comprehension of texts and knowledge representation. The most outstanding results were a deeper understanding of facts, historical events, the ability to synthesize information with DGOs, and the motivation to read about historical events. In conclusion, this way of developing understanding and representation of the knowledge was perceived positively by the subjects.