It can be exciting for teachers to realize that the new media have not yet been filtered in the way that scholars and textbook publishers have filtered most materials that wind up in schools. But the lack of filtering can also be very intimidating. They are in a very difficult position, confronted with this vast universe of uncooked information. How they find their way out of that position depends on who they are. Teachers who lean toward constructivism have a field day finding good stuff.
More traditional teachers have a different kind of issue they have to deal with.
All of these teachers have to figure how to stretch the boundaries of the curriculum and the teaching methods that have been handed down to them for generations. They need to stretch those boundaries to encompass these new media in ways that are meaningful to them. I think it could actually make possible a new kind of pedagogy, because you have such a richness and diversity of materials at hand. That would make it possible to have kids engage in real inquiry, to arrive at different conclusions and different opinions, based on legitimate evidence about the same thing. But it will take an enormous effort to make that material actually accessible to hard-working teachers who don't have a lot of time.