Esta investigación surge del interés por interpretar ¿Qué usos pedagógicos de las herramientas digitales de la información y comunicación (TIC), se identifican en una experiencia de enseñanza y aprendizaje universitario con comunicación bimodal?, con el fin de identificar, describir y contrastar los usos previstos o planeados con los reales o identificados de las TIC en la enseñanza y aprendizaje de una unidad didáctica en la asignatura “Desarrollo de procesos cognitivos”, en un escenario de comunicación bimodal, con estudiantes de III semestre de Licenciatura en Pedagogía Infantil de la Universidad Tecnológica de Pereira. El estado del arte, muestra el escaso uso pedagógico que se hace de las tecnologías en los procesos de enseñanza y aprendizaje, a pesar de los diferentes avances de las TIC en la sociedad de la información, lo cual conduce a la necesidad de cambios metodológicos, pedagógicos y didácticos en docentes de educación superior, para este caso particular.This research stems from the interest for playing What pedagogical uses of digital tools of information and communication technologies (TIC), are identified in a university teaching experience and learning ?, bimodal communication to identify, describe and contrast the uses anticipated or planned with actual or identified TIC in teaching and learning of a teaching unit on the subject "Development of cognitive processes" in a scenario of bimodal communication with students from III semester Bachelor of Childhood Education at the University Tecnologhy of Pereira. The state of the art, shows the limited pedagogical use made of technology in teaching and learning, despite the different TIC developments in the information society, which leads to the need for methodological changes teachers teaching and learning in higher education, for this particular case. The research is located in the interpretative paradigm, which assumes the educational process of the classroom from the interrelationships of the components of the interactive triangle (Coll and Monereo, 2008). Methodologically is a simple case study (Yin, 2003) conducted in a complete unit of analysis, identifying, analyzing and contrasting the relevant aspects regarding the pedagogical use of TIC, such as the bimodal nature, content of teaching and learning as well as the diversity and richness of the strategies and tools incorporated. The data analysis follows three interrelated stages: The first is the analysis of practice planned from the components of educational practice (Zabala, 2008); the second corresponds to the description and analysis of the uses of ICT identified in the development of the teaching unit. Finally, the moment of triangulation, where the contrast systematically planned uses and actual uses of TIC in the teaching unit, from the comparison between the predicted and the technopedagogical design practice done by making the argument that relates findings in the light of the theory, from the process of open, axial and selective coding. (Strauss and Corbin, 2003). In the analysis of the teaching unit, emerge as major categories, Academic Management task (GTA), and management of social participation (GPS); defined by Erickson (1980) and Coll, Bustos and Engel (2009) as a symbolic means of communication exchanges, which are evident in the bimodal stage with different uses of TIC and their respective characteristics. The results show the prevalence of TIC use related to the implementation and evaluation of the task (in the academic task management) and management of limited social participation of receipt of this task, expressing appreciation or comment on it against employees or technological resources, shows the need to reflect on educational practices and generate relevant changes which transcend TIC use repositories or means of evaluation and assessment, and mediators of joint activity in the processes of teaching and learning.