The study proposed to delimit the use of WhatsApp and its relationship with synchronous and asynchronous education in students of the IV cycle of basic education. For this purpose, the correlational descriptive study method was used and 74 students were considered a sample. The result revealed the existence of a positive relationship expressed in Spearman's Rho = 0.315, p = .000; where it was found that the use of WhatsApp is an interactive technological resource that supports students in synchronous and asynchronous education. That is, WhatsApp is a didactic technological resource that supports synchronous and asynchronous learning, allowing students to build meaningful knowledge in a dynamic, attractive, interactive and autonomous way.