1 Introduction
As computer supported collaborative learning (CSCL) tools gain popularity in educational contexts, a major concern is how and to what extent these tools are incorporated into formal educational settings. A specific context is the blended-learning (b-learning) which relates to the combination of traditional classroom sessions and computer mediated learning sessions [1]. The integration of CSCL tools and experiences in b-learning set ups is not without problems. For example, [2] describes how administrative difficulties and cultural and technological gaps in teachers and administrative staff make the integration of educational innovation using social networks a very difficult endeavor. All of these elements, added to the usually tight schedule for covering the subject contents defined in public school curricula, leave little space for teachers to adventure new technological tools into their classroom practices. In our own experience integrating the use of technology in the classroom, a recurrent concern stated by teachers is that when using technology in the classroom, students get distracted surfing the Internet or spending their time on social media, and as a result, activities remain incomplete. For some teachers, such experiences are considered a waste of time.