Changes to the ways that technology is implemented in education reflects the need for a change in thinking and methods of information processing. Emerging web technologies open our classrooms to the world and expose our students to new ways of thinking and communicating (Kist, 2009). The research conducted by Ruth & Houghton (2009) demonstrates and discusses Wikis as a learning environment that involves a different way of thinking, learning and knowing.

Teachers who adopt social software tools should not do so merely to appear conversant with the tools, but to ensure integration of the tools with sound pedagogical strategies so as to facilitate authentic exchange and dialogue with and amongst students (McLaughlin & Lee, 2010)
There is a fine balance to be achieved in attempting to promote learner control, knowledge creation, agency and autonomy by offering flexible options and choice, whilst offering guidance and structure when needed and adding value to the learning process through personalised, customised and adaptive approaches. (McLaughlin & Lee, 2010)

Teachers are required to design tasks that encourage collaboration and interaction with and within Wikis in order to support the benefits of collaborative learning (Casey, 2008). Through teachers’ guidance and encouragement, a culture of supportive online learning is created through the use of the Wiki, which can assist in developing the full potential of learning in this practice (Casey, 2008).

Developments leading towards the implementation of online tools in teaching and learning reflect a high need for professional development focusing on applying new technology tools to teaching and learning rather than developing computer competence (Sandholtz & Reilly, 2004) . It was indicated that most of teachers’ learning around new technology tools was a result of independent learning.

Sandholtz & Reilly (2004), suggests the needs for more technical support for teachers to ensure that they can focus on teaching and learning and leave the technological issues to be addressed by another expert. Sandholtz & Reilly (2004) discussed the success of technology was based on how well the teacher could implement and apply it to teaching and learning, rather than how well they could respond to technical issues. Teachers need to be competent in understanding how well and appropriately online learning tools could be used, rather than how to operate and implement it for the purpose of integrating technology (Sandholtz & Reilly (2004).

The findings from a study conducted by Sandholtz & Reilly (2004) demonstrated an increase in teachers’ use of technology as a result of decreasing their technical knowledge expectation. As technical expectations of teachers are decreased, teachers can focus on developing their skills and confidence in using technology for teaching and learning Sandholtz & Reilly (2004). Knowledgeable experts should address any technical problems, to ensure that teachers can make flexible changes to their teaching when technology is not functioning properly. Sandholtz & Reilly (2004) believe that technical issues should not be something that teachers need to address until technology in education is more reliable.

From the social aspect, the challenges faced by both primary and secondary school students suggest that they need to learn more about their group roles, demonstrate their involvement systematically - planning, contributing, asking questions and seeking input. Students also reflect on their learning at the end of each forum, in order to achieve quality learning from their participation in such asynchronous project-based learning (Lang, 2010)