When talking about education, it frames a paradigm where countless situations converge in which a better formative use is sought. This is how the demands of the new millennium lead to the integration and appropriation of technologies in educational processes, in order to enhance the capabilities and skills of students in an autonomous and cooperative manner, where it becomes indispensable as a means to appropriate knowledge and transform our teaching practices. This book is based on the premises of the MEN of Colombia (2012), related to transforming educational practices through situated training processes; which requires recognizing the context where these practices are developed to identify situations that affect learning and develop the capacities of its actors, to undertake school improvement initiatives. In this sense, the work acquires theoretical value, given the contributions and the consolidation of knowledge on the conformation of virtual learning communities that arise from the reflective analysis of teaching practices in an educational institution.