Social software can be an agent of social change by its very nature. A collaborative ethos is established as studentswork together for a common goal; they are able to learn from each other while enhancing their own research and critical thinking skills. However, as web-based social learning is still a recent phenomena in K-12 education, several issues arise for consideration:
How to meet the need for staff development in the most effective ways to enable teachers to use social software?
What constitutes the community students will be working in/within?
How do those who do not have access to social software still glean the benefits?
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