Collaborative writing can be a stimulating activity for students, especially if directed by the teacher in order to produce expressive and creative texts. It favours learning through the exchange of information; through the co-construction of knowledge; the collaboration in identifying and structuring contents, choosing the linguistic forms through which express the latters; the joint work on the textual organization; sharing of responsibility towards the text to create and the production of texts both on a conceptual and a formal level. More specifically, over the last few years there have been several studies that tested the use of the blog as a tool for collective writing and graphics. Starting from a survey about the state of the art, this paper aims to evaluate the potentialities of new technologies, in the field of collaborative writing. In the digital age, where we are completely immersed, ICTs are always more frequently present in the classroom. Those lead teachers to consider the learning process increasingly active, where the construction of knowledge, skills and abilities develops in forms of interaction more complex between teachers and students and among the students themselves, such as to require reflexive skills on the roles, strategies and evaluation of this process, so that digital literacy is not only as important as the development of reading, calculation and writing skills but it is also able to support and expand the aforementioned skills.
