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The use of technology in teaching is a reality of these times, especially virtual learning environments. Today, teachers need to adapt to new competencies and adapt to the new functions demanded by students who use technology in their teaching and learning process. This work transcends the level of support tools, and reaching the relevance and implications in learning communities is a qualitatively superior transformation in its social impact. At the University of Granma, the need to implement mechanisms to ensure that teachers have these basic skills for the proper use of learning technologies and knowledge in their mission, specifically the use of virtual teaching-learning environments, became evident.The use of technology in teaching is a reality of these times, especially virtual learning environments. Today, teachers need to adapt to new competencies and adapt to the new functions demanded by students who use technology in their teaching and learning process. This work transcends the level of support tools, and reaching the relevance and implications in learning communities is a qualitatively superior transformation in its social impact. At the University of Granma, the need to implement mechanisms to ensure that teachers have these basic skills for the proper use of learning technologies and knowledge in their mission, specifically the use of virtual teaching-learning environments, became evident.