Finding the Technology Fit
Since he started computing with Ataris and Apples as a student in junior high school, Jon Ostenson has had a natural affinity for technology. When he started teaching high school English, however, Jon wondered whether computers were really essential in his English classroom. “I used to think they generally belonged in the math and science domains,” he says. “but I’ve found computer technology to be invaluable. It’s really basic, but technology has helped composition rise to a new level.” One fundamental difference is in writing fluency, he notes. “When writing volume increases as it does when kids compose on the computer, it basically gives you a lot more to work with. Composing and revising are so much better--these kids are expressing themselves and writing as if it's second nature.”

When the Intel® Teach Program course was offered for Timpview High School teachers in Provo, Utah, Jon was eager to see how he could incorporate technology to enhance writing and thinking in new ways. He chose to work on a tried-and true Greek mythology unit during the curriculum course, which became “Enduring Heroes.”

Heroes Across Time
In “Enduring Heroes,” students consider whether the hero archetype has persisted or changed from the classical Greek period to modern day. During their course of study, students read from Heroes, Gods and Monsters of the Greek Myths (by Bernard Evslin, Bantam Books, Inc., 1984). After they enjoy the exploits of Perseus (Medusa’s foil) and other mythical heroes, students rewrite the stories as expository articles, and then publish them in a newspaper. Jon notes, “You give time to the things you value most. Making the newspaper was really worth it instructionally, but it was an arduous task, layout was really hard. Desktop publishing has just changed everything. Publishing software really helped us make better newspapers more easily, and with moreprofessional results.” Being able to make polished products caused students to rise to the occasion in terms of their writing efforts, Jon says. “Kids are very engaged and interested in expressing themselves well. Projects like this teach kids composition as well as technical skills."

A Composition Tip from Jon
Microsoft® Word software lets the user select text and then insert a pop-up comment that relates to it. Jon has his students use this little tool when they engage in peer editing. “I rotate kids around eight computers and have them read each other’s work. They can insert critical feedback in another student’s document, and read what other editors have written as well. The focus of editing has shifted to the content, the ideas, rather than just mechanics.”

Coming Soon to a Theater Near You
When asked what lies ahead, Jon describes an interest in extending narrative composition beyond the printed page. “I’d like to work with film. I can imagine teaching kids the cinematic and literary parallels in storytelling. Films are a way of telling stories through different media. It’s very interactive, and it helps anchor the same important ideas and foundation skills I try to address in literature and writing.”

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