Blended Learning (BL) is a mixed teaching methodology that combines learning through the Internet (e-learning) with the experience of face-to-face classes. This blended learning scenario configures new alternatives for continuous learning. The modality resorts to the diversity of technopedagogical devices, propitiating areas of encounter and didactic interaction. The structural arrangement of BL makes it emergent, while at the same time it establishes it as a standardized educational modality, basically in higher education. To this end, this study seeks to recognize the importance and recurrent use of technopedagogical devices in BL. With this intention, 45 thesis reports on various experiences based on BL, defended in Peruvian universities, were analyzed. The results reveal the significant contribution of technopedagogical devices to socio-technological immersion, as well as to digital literacy with collaborative resources; adversely, they generate little involvement in tutorial accompaniment and a limited level of learning autonomy. Basically, although the technopedagogical devices do not show substantial innovations, they are progressively improving their applications. Specifically, in Peru, BL contributes to didactic mediations that, while not being at the forefront with respect to other societies, are progressively advancing in their use and knowledge.