The impact of information technology and communication has made teachers transform their condition, as they are eager for being trained in aspects necessary to understand the implications of these technologies in the educational context and establish a critical stance toward the use of these tools in the so called b-learning contexts. This paper is part of a descriptive research of a mixed approach, supported by grounded theory and based on a literature review and the use of methods such as triangulation of data, in order to correlate Likert surveys and tests. As a result, a proposal for teacher training is outlined aimed at developing competences and conceptual elements to address the b-learning mode in higher education. Some of the conclusions make reference to teacher training on a conceptual, contextual and governmental basis for the teacher to gain effective participation in understanding the particular needs of their pedagogical praxis.