Applications of Blogging and Google Docs

Following a MILI presentation on blogging and Google docs, I am still looking for a concise summary of efficient ways to constructively use these tools in the context of second-language learning with large classes and unequal student access to e-resources.
So far, I can clearly see the wisdom of my colleagues' ideas for applications:
- group work, such as collaborative science projects where ongoing dialogue from multiple unconnected sites is a critical part of the process (Rozeboom and others);
- community projects, such as student council communications (Hodge);
- adult and student book club dialogues (Blohm and Snell).
These text-based tools are fine for communicating in a common language, but less applicable to students in the process of acquiring written language, when the emphasis in high school second-language instruction is on oral proficiency.
Another concern is the trivialization of written production and the need for guidelines regarding intellectual property. With plagiarism already rampant, "group" authorship blurs the borders of
intellectual propriety even further. It is not by chance that many colleges have banned citations of Wikipedia in term papers. Out in the real world, the law is running far behind the technology.
I welcome feedback on these points!