Because they help to scaffold the personal elaboration of knowledge , with the applica tion of PDZ by Vigotsky,  in order to guide, maintain,help and challenge the socio-cognitive strategies and meta-cognitives  ones, which makes more autonomous the student in his/her study, inofrmational researches, works, etc..

Also, because an educational proposal can not stand today, as a linear practice of knowledge transmission: it is anachronic  in contrast to the new paradigm lines of understanding of people learning.
 The training of creative and flexibles people, mediated by technology, is a productive practice linked to other socio-cultural and productive practices, which  they recreate constantly the human knowledge and beyond any kind of educational institution.In this way, within the action, with a reflexive action during the action (Schön, 1982)) and for actions , it is organizes the technological knowledge. In this context, capacities and e- competences are developed, in the application of diverse abilities, such as:

- Combined cognitive strategies for the concepts and principles appropriation of users /students; the same for methodologies and different strategies of diverse disciplinies in order to be transfered to another contexts.

-Metacognitive strategies of self- monitoring help by a co-evaluation (Rubric) within the framework of collaborative work ,  mediated by technology.

-Socio-emotional strategies which alowes and enhace a productive inter communicacion va within the virtual environment by a team of learners ,which assume different roles .

         

The WBQST configure virtual creative spaces for the learning and the enhacement of e-competences, very important to the development of different types of though (Gardner, H.) , with the respective “ cognitive residue ”, (Salomon, G.) visible in the post interaction. Among these types, we can see the though :

• Analític, which analyzes by the capacity of information planning , selection , organization and elaboration in Internet  , acceded by ICT,
• Dialectic , or far from any kind of dogma of  "unique mind"  : diverse thruths are discovered and respected, by changing the contexts. Also to include the understanding that people could have and live with contradictories ideas and feelings.
• Integrator which articulates interests and opinions as different  and very opposite informations: it is needed, in learning terms, to reach to an "integrative reconcialiation” (Ausubel, D.) , to lead to a “comprehenssion” (Gardner, H. Perkins,D.) in a field  application . Besides that, in Internet there are many and great  opportunities to get diverse integrations,  using  multiple strategies of communication , network negotiation , to conciliate and respect diversity , etc in the path to form a global citizenship.