Resumen
The inclusion of information and communication technologies in education has become a priority for all universities. To meet this need, there are several research works that have dealt with the subject for several decades. However, for its inclusion, the analysis of each institution is necessary since the needs of the university population and the resources for its application change according to each situation. This work seeks to create a method that allows establishing the needs and doubts of students about the use of educational technologies in the classroom without affecting their performance. For this, a process has been designed that identifies learning needs, through the validation of data obtained from surveys and the monitoring of the academic efficiency and learning of a cohort of students. The follow-up includes a period of four years from 2019 to 2022. This follow-up allowed establishing three different realities, in 2019 the academic data was analyzed in a face-to-face education model, from 2020 to 2021 the follow-up was included in a remote model with the use of technologies as a communication channel and in 2022 these were included as a learning component, which marked an in-depth analysis of student performance and how technology affected their learning.