Strengths: Teacher controls the content. Virtually limitless content applications. Very easy to use as the web page owner can just click and start editing the user friendly interface. Good for dissertations. Didactic content has integrity of the authors/architects intent. Public domain context. Gives some class quiet time if students read in silence. Educational sites usually are not expensive. The web is a connectivist tool by nature. The exercise teaches individual skills as independently as student & teacher like.
Weaknesses: Not collaborative exercise unless a project team established or the website owner is willing to publish others inputs. Highly dependent on the reader's/audience's interpretation. Constricts teaching diversity strategies usable during reading experience. Non-collaborative during reading. Costs time & $$ to maintain. Not overtly constructivist. Not teaching group skills.
Opportunities: Pedagogically speaking ...accessing a website is transparent use of this form of ICT...but creating a website is an entirely different matter.. which would open up a great deal more opportunity to engage the students in the process. Interacting with websites design by the teacher is another promising strategy, particular in 'pimping' up some of the heavier content covering a topic.
Threats: You may miss the mark (not engage students to explore core topic content) if your appreciation of the preferred learning styles of your cohort is found lacking. You must know your students otherwise you will lose them no matter how interesting you find the 'Rings of Saturn' or some such topic, no matter how 'whiz bang' you make the sight. Unfortunately the web is not a problem free zone; e.g. viruses, and other unwanted or inappropriate content on some sites. The surfing destinations of kids and any outside contacts they make during the exercise need to be well monitored. Also, plagiarism must be stamped out at an early age.
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