This paper aims to reflect on the implications and challenges that experts in the field have to deal with when you want to evaluate the performance in the use of digital technologies in teaching. The argument stems from a contextual and social assessment, and then proceeds to an application and methodological connotation of digital literacy activities. The work is driven by a heuristic and multidisciplinary view of the topic, highlighting not only the technical and computer skills of the learner, but especially critical thinking, problem solving, collaboration, research; bringing out a three-dimensional vision technology; cognitive/metacognitive; ethical/social, then, a complex combination of skills, abilities and knowledge. It was created an experiment in the university context, with the goal of creating a digital learning environment in which new technologies are used in order to create new content, new ways of teaching and learning, approaching the teaching experience to that of life daily and vice versa. He conducted a study/quantity in order to check whether the student, working on the use of new technologies, emerge some of its dimensions of digital literacy, and in what mode of action and reflection, surfacing that size.