Technological resources provide new contexts of interaction in education. Connectivism proposes that ideas, people and groups can be connected to create an integrated and articulated from nodes (Duke, Harper & Johnston, 2013). These links can be well-interconnected, called hubs and able to promote and maintain the flow of information but also technological resources. Additionally constructionism and theoretical models that explain the structure and dynamics of the groups are adequate theories (Moore, 2009). So the model proposed presence (Garrison & Arbaugh, 2007; Kanuka & Anderson, 2007) posits that cognitive presence, social presence and emotional face of online learning basis. Also anchored links technology resources are distributed knowledge base in the technological context. The technological presence (Prensky, 2011) is essential to analyze evidence links anchored in technological resources.