It is essential to understand and manage technology for pre-service teachers in order to propose methodological, educational and assessment strategies that allow them to innovate and respond adequately to the demands of the educational system. The objective is to identify the elements that pre-service teachers use in learning situations for the production of digital educational resources created to teach using social networks through the TPACK rubric. This research was developed focused on a quantitative methodology and a descriptive design. The sample was formed by 32 pre-service teachers who attend an Information and Communication Technology Course in 2014, at the Faculty of Education, Universidad Católica de la Santísima Concepción. Main results obtained from the analysis of three educational resources (blog, Prezi and cartoons) indicate that they possess a low level of integration of curricular objectives and technologies; however, results show that students have a high level to select the technological resources in the design of didactic activities. It can be concluded that incorporation of the TPACK model, positively helps pre-service students to know how to integrate the teaching resources in an innovative way. It enables the achievement of an adequate articulation of technology in teaching and learning.