(...) It also has the potential to radically change what we assume about teaching and learning, and it presents us with important questions to consider:
What needs to change about our curriculum when our students have the ability to reach audiences far beyound our classroom walls? What changes must we make in our teaching as it becomes easier to bring primary sources to our students? How do we need to rethink our ideas of literacy when we must prepare our students to become not only readers and writers, but editors and collaborators as well? How do we best put to use the reams and reams of "digital paper" that Weblogs provide?
On first blush, the tools on this new Web may not seem well-suited to a climate of standardized test scores and government account-ability. Some will see the constructionist, collaborative pedagogy of Weblogs, wikis, digital photo and video, and others as presenting a risk instead of a solution for a system whose students continue to struggle to stay apace of their international peers.(...)

We are at the beginning of a radically different relationship with the Internet, one that has long-standing implications for educators and students. The coming years will be marked by a flood of new innovation and ideas in teaching, most born from the idea that we can now publish and interact in ways never before possible. In reality, we now have a Read/Reflect/Write/Participate Web, one that will continue to envolve and grow in ways not yet thought of, spurred by the effort of creative teachers who recognize the potential to improve students learning.

Quelle: Will Richardson (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, page 133. Corwin Press.