Basic Education in Mexico faces growing challenges arising from the use of Information and Communication Technologies (ICTs). However, formal education requires a critical and contextualized awareness that rescues the experiences of students to resignify adverse situations, while emphasizing resilience from learning ecologies. The objective of this document is to account for the ubiquitous learning acquired by nine distance education, secondary students in a rural context of Hidalgo, Mexico and the benefits of raising awareness of their own learning ecology. Emphasis is placed on the resignifying process that emerged through the different communication channels. The study presents results of a case approached with a mixed methodology, by means of a phenomenological, multisource, quantitative and qualitative information triangulation with hermeneutic analysis, organized in three stages, by means of a questionnaire, semi-structured interviews, focal groups and the use of Google Classroom. The hermeneutic analysis of autobiographies and the use of technological resources boosted the personal analysis of experiences generating learning that may be invisible in formal education, but which might empower the students' critical thinking, collaboration and autonomy to become aware of their own learning and the scope of their social contribution throughout their lives.