This study aims to evaluate and analyze strategies, proposals, and ICT tools to promote a paradigm shift in educational supervision that enhances the schools of this century involved not only in teaching-face learning, but e-learning and blended learning. Traditional models of educational supervision do not guarantee adequate supervision of the teaching models based on Web 2.0 as well as the digital learning environments supporting classical lectures. The study has been approached from a quantitative perspective, in which we examined the practices and perceptions of 278 local supervisors in three different regions of Spain when supervising the 2.0 teaching model promoted by the Ministry of Education in 5th primary grade through a model "one laptop per student." The analysis in this context led us to postulate that a supervision model that complements the techniques and strategies of traditional supervision and incorporates new ways of addressing the educational processes based on Web 2.0 is needed. This model may be called "virtual supervision" and it must be oriented towards an intervention to analyze, improve, and substantially transform schools and the teaching-learning processes. (Contains 10 tables.)