The possibility offered by this tool is to interact bidirectionally simultaneously fosters spaces for collaboration, creation and exchange of diverse experiences and knowledge, by sharing in a large common classroom with people from distant areas, different realities, where teaching strategies are developed, and therefore, support with fresh ideas is required to feed back the processes, and interact in two ways, simultaneously and synchronously. Which definitely leads us to a rethinking of the way of building learning in a prolonged way and with the use and exploitation of technology.
However, the videoconference tool as such will not generate any substantial change in the education processes, only when methodologies, didactic techniques and adequate strategies are used. According to Cabero (2009), the advantages and disadvantages of videoconferencing – “will not emanate directly from its technical characteristics and potential, but rather from the use and didactic strategy that the teacher uses in them, and from the educational action in which is framed ”.
The pedagogical conception of the learning process needs new didactic strategies to appropriate and take advantage of knowledge, this is provided by the technological videoconferencing tool in education.
The main actor of this educational scenario stands out as the teacher, who must change his conception of the teaching-learning process, and stop being the teacher of master classes to become a facilitator of knowledge, counselor and guide for students, also going to be an expert in the management of communication tools, promoter of teacher-student, student-student, and student-content interaction, and capable of changing educational materials for materials that promote interaction with these contents (García, 2001).
These new educational areas and the advancement of technology result in considering that the teacher’s task is no longer to teach and examine students, but to promote the development of creative knowledge, as well as teach them self-regulation strategies and control of their learning process. learning, that is, they learn to learn, to think and to self-evaluate on the path they have traced. This can be accomplished with the technology that is available.