About the Author
Alexander McClarin Saslow is the son of a teacher, and of a musician turned programmer. Being raised by a doctorate in chemistry exposed him early to the wonders of science and education. Being raised by a musician taught him the beauty of music and the arts. To be fair, both parents were excellent at instilling both sets of beliefs as both had background in both science and music.
From this background Alex decided early on that he wanted to be a teacher to help students in learning about the world around them through science. He wanted to be there for his students in a way that only a few teachers were ever there for him.
From this background Alex decided early on that he wanted to be a teacher to help students in learning about the world around them through science. He wanted to be there for his students in a way that only a few teachers were ever there for him.
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He graduated from Humboldt State University with a Bachelor of Science degree in Oceanography, and a minor in Geology. Alex chose this major because it let him learn the most amount of math and science he could get his hands on, and let him hang out at the ocean. He also sang in their jazz choir group, Mad River Transit Singers, for four years. For a brief stint he even played electric bass in the Marching Lumberjacks, the marching band.
From there he jumped directly into the classroom, and instantly loved it. The image to the right is a sketch two students made of Alex in his first year as a teacher. It captures not only his amazing dress sense (yay, colorful shirts!), but also one of his biggest goals as an educator: to show students the MAGIC that is science. Alex Saslow's educational theory can be summed up in the following statement: We learn best when we struggle. Ending up at Napa High School, Alex heard about NapaLearns and the Touro University California Master's Program. With his unquenchable passion to learn more and how to incorporate technology and educational research into his practice, he entered the Innovative Learning Master's degree program. |
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Check Out Alexander's Blog and Updated Toolbox! - click here!
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Acknowledgements :
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Reflections on My TPACK Journey
Technology should not be a gimmick. Instead it should change how we teach, as well as what we teach.
The basic idea of TPACK, within the context of classrooms: teachers must master
• pedagogical knowledge (how students learn, and how best to teach),
• content knowledge (the stuff that teachers are responsible for teaching), and
• technological knowledge (how technology works, and how to use it)
• and all of these spheres of knowledge overlap.
Not explicitly stated, but certainly implicit in the model, is that the best classroom instruction delivers lessons that reside firmly in the overlap of all three areas. However, in most classrooms, there is a need to stray from the true center so as to best meet students’ learning.
Students learned about technology skills and tools independent of what is best for learning science. They were also exposed to the tools practicing scientists use. Such tools are often confusing and do not have a good user interface, but the students gained familiarity with technology. While these tools might not have been the best for the the specific subject matter content, they were selected to expose students to tools that were perceived by the researcher to be helpful to students' future studies.
Another focus to the design of the lessons was to support students to gain an understanding of how they learn in all classes. The belief was that, if they could learn how to teach themselves, independent of content, they could approach learning whatever comes next for them better prepared.
The basic idea of TPACK, within the context of classrooms: teachers must master
• pedagogical knowledge (how students learn, and how best to teach),
• content knowledge (the stuff that teachers are responsible for teaching), and
• technological knowledge (how technology works, and how to use it)
• and all of these spheres of knowledge overlap.
Not explicitly stated, but certainly implicit in the model, is that the best classroom instruction delivers lessons that reside firmly in the overlap of all three areas. However, in most classrooms, there is a need to stray from the true center so as to best meet students’ learning.
Students learned about technology skills and tools independent of what is best for learning science. They were also exposed to the tools practicing scientists use. Such tools are often confusing and do not have a good user interface, but the students gained familiarity with technology. While these tools might not have been the best for the the specific subject matter content, they were selected to expose students to tools that were perceived by the researcher to be helpful to students' future studies.
Another focus to the design of the lessons was to support students to gain an understanding of how they learn in all classes. The belief was that, if they could learn how to teach themselves, independent of content, they could approach learning whatever comes next for them better prepared.
Lasting Learning from the Innovative Learning program
I've always felt that the best way to learn is to struggle. This has been reinforced by my time in the Innovative Learning Program. But is has also shown me that I am not a science-only teacher. I teach a Physics class, but that is not the only thing I am responsible for teaching my students. Physics is the vehicle I use to teach my students EVERYTHING they need to know, rather than the result.
It is has given me the skills I need to make these changes in my classroom. And, once I am an exemplar of change in my classroom, I can start to change the world outside of it.
It is has given me the skills I need to make these changes in my classroom. And, once I am an exemplar of change in my classroom, I can start to change the world outside of it.