155 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 8 DOI: 10.4018/978-1-4666-7401-1.ch008 Facebook and Moodle as Classroom Extensions: Integrating Digital Technologies in the Curriculum ABSTRACT This chapter analyses how autonomy, collaboration, and cooperation are built in a class designed to use digital technologies for a teacher development syllabus. For the purpose of this chapter, data was collected using an empirical-qualitative approach through active observation in participative action, using a questionnaire and Moodle e-portfolio that addressed learning in several virtual tools including Facebook. The final analysis demonstrates that it is possible to understand the autonomous and col- laborative teaching and learning process when online tools such as social networks are used, and it is also possible to determine students’ participation through authorship. However, such acknowledgment requires that participants be prepared in terms of methodology, including teachers, and have the means to consider accepting new ways of teaching through the cooperation enabled by social networks and virtual learning environments. INTRODUCTION Communication and information technologies, especially collaborative software available on the web, are part of the young generation’s rou- tine (Patrício & Gonçalves, 2010). According to Capobianco (2010), such tools offer resources to enhance educational processes, thus opening new possibilities to improve traditional education. Some college students already use social network sites (SNS), as reported in national and international research (Patrício & Gonçalves, Nuria Pons Vilardell Camas Federal University of Paraná, Brazil Neli Maria Mengalli Catholic University of São Paulo, Brazil Maysa Brum Bueno Catholic University of Dom Bosco, Brazil Renata Aquino Ribeiro Federal University of Ceará, Brazil Monica Mandaji Paulista University of São Paulo, Brazil