To prepare teachers for work in a rapid ly changing, information rich and technology based society, teacher educators are looking for ways to stimulate teacher's awareness of technology and to enhance their communicative and reflective thinking. This article explores the use of web-based diaries (blogs) as a tool to support reflective practice. A brief overview is offered of the educational potential of blogs. An exploratory experience of integrating blogs into teacher education is described. Blogs supported tutor-student communication, but not student-student communication; there was little evidence that blogs supported student reflection. Suggestions for future actions are made in terms of the need to reward certain kinds of student activity, and to embed a culture of assessment for learning into a predominantly Confucian culture of education.