As Reinking (1998) explained, Digital forms of expression are increasingly replacing printed forms and there is a widespread consensus, at least intuitively, that this shift has consequences for the way we communicate and disseminate information, how we approach the task of reading and writing, and how we think about helping people to become literate. (p. xv) (Karchmer, 2001)

As the Internet becomes an important part of education, and as literacy is redefined by this new technology, it will be mandatory that teachers integrate this new resource with daily instruction so students can learn how to develop the new literacies that this technology permits (Karchmer, 2001). This is defined by Kist (2009) as a core set of skills and dispositions necessary to prepare students to be active participants in a digital society, which is known as Digital Literacy.

As the construction of knowledge is a shared process in using Wikis for educational purposes, teachers need to understand the change in pedagogy that also requires changes to students’ learning and assessment (McLoughlin & Lee, 2010). Wikis in education require a call for teachers to facilitate learning and to ensure students self guide and self monitor their own and others’ learning (McLoughlin & Lee, 2010).

In order for effective online education to take place, there needs to be an understanding of the learning environment, the technology, necessary skills, and support for curriculum and pedagogy (Bennett & Lockyer, 2004). Relating to Wikis, it is vital that instructors and teachers have an understanding of supporting learners through maintaining a facilitator role in the online learning context (Bennett & Lockyer, 2004).

As the construction of knowledge is a shared process in using Wikis for educational purposes, teachers need to understand the change in pedagogy that also requires changes to students’ learning and assessment (McLoughlin & Lee, 2010). Wikis in education require a call for teachers to facilitate learning and to ensure students self guide and self monitor their own and others’ learning (McLoughlin & Lee, 2010).