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Teaching Millennials to Engage THE Environment instead of THEIR Environment: A Pedagogical Analysis
Unformatted Document Text:  4. It encourages attentive, respectful listening.5. It develops new appreciation for continuing differences.6. It increases intellectual agility.7. It helps students become connected to a topic.8. It shows respect for students’ voices and experiences. 9. It helps students learn the processes and habits of democratic discourse.10. It affirms students as cocreators of knowledge.11. It develops the capacity for the clear communication of ideas and meaning.12. It develops habits of collaborative learning.13. It increases breadth and makes students more empathic.14. It helps students develop skills of synthesis and integration.15. It leads to transformation. 38 In addition, blogging provides a social learning context for student inquiry. Seeing modeled actions selectively rewarded, depending on whether or not they embody a certain practice or concept, helps students to identify relevant features and to grasp underlying rules. 39 Other scholars have examined the use of student Weblogs as a pedagogical tool. In a research project examining the effect of accuracy surveys to improve student writing, more than half the students involved stated their work was affected by their knowledge that the sources they interviewed would read their articles. 40 Smith argued that students take writing more seriously when it is published on the Web, “where it can actually be seen and used.” 41 When students share their journal writing, they “create their own social support network.” 42 Progressive pedagogical techniques, including team writing approaches, modeling assignments, and rewriting techniques, have been prescribed to help students develop better writing attitudes and habits. 43 Bolter (1990) argued that multimedia represented a different form of narrative than traditional written communication, as “what is unnatural in print becomes natural in the electronic medium and will soon no longer need saying at all, because it can be shown.” 44 9

Authors: Stevens, Rick. and Crow, Deserai.
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4. It encourages attentive, respectful listening.
5. It develops new appreciation for continuing differences.
6. It increases intellectual agility.
7. It helps students become connected to a topic.
8. It shows respect for students’ voices and experiences. 
9. It helps students learn the processes and habits of democratic discourse.
10. It affirms students as cocreators of knowledge.
11. It develops the capacity for the clear communication of ideas and meaning.
12. It develops habits of collaborative learning.
13. It increases breadth and makes students more empathic.
14. It helps students develop skills of synthesis and integration.
15. It leads to transformation.
In addition, blogging provides a social learning context for student inquiry. Seeing 
modeled actions selectively rewarded, depending on whether or not they embody a 
certain practice or concept, helps students to identify relevant features and to grasp 
underlying rules.
Other scholars have examined the use of student Weblogs as a pedagogical tool. 
In a research project examining the effect of accuracy surveys to improve student writing, 
more than half the students involved stated their work was affected by their knowledge 
that the sources they interviewed would read their articles.
 Smith argued that students 
take writing more seriously when it is published on the Web, “where it can actually be 
seen and used.”
 When students share their journal writing, they “create their own social 
support network.”
 Progressive pedagogical techniques, including team writing 
approaches, modeling assignments, and rewriting techniques, have been prescribed to 
help students develop better writing attitudes and habits.
 Bolter (1990) argued that 
multimedia represented a different form of narrative than traditional written 
communication, as “what is unnatural in print becomes natural in the electronic medium 
and will soon no longer need saying at all, because it can be shown.”

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