The APT Methodology
Catalysed's overall approach is driven by the APT methodology , where APT is shorthand for the Alignment of Pedagogy and Technology. This methodology was developed through extensive educational research in both secondary and higher education contexts by the founder of Catalysed, Dr Richard Osborne. It is designed to align the needs of teachers and learners with the affordance of digital technologies within a specific educational context.
From a practical perspective, Catalysed broadly follows the ADDIE model - a proven, rigorous technique that aims to build "effective training and performance support". The objective is to create a designed solution that matches both school and individual teacher needs. Recognising that different schools have different levels of digital literacy, the "Catalyst" programme has been created to match each school with the most relevant stage for their needs.
For schools at an Emerging level of digital literacy; ensures that a strong digital foundation is in place.
The Analysis phase is a diagnosis of where a particular school stands in terms of their use of digital technologies to enhance learning. This combines a practical assessment of physical ICT, the use of surveys to ascertain the level of digital literacy of staff and students, and an analysis of existing policies and practices and how these support the use of ICT.
For schools at an Emerging / Developing level of digital literacy; designs changes to pedagogy and develops digital capability
Design and Development tends to combine into an iterative cycle, working closely with school senior leadership, heads of department, teachers and other key stakeholders. AIM models, based around the UK Government Teachers' Standards, are used to design changes to practice. Specific digital technologies are identified, using the Tech Trumps®, that have the capacity to support these changes.
For schools at a Developing / Proficient level of digital literacy; supports individual teachers in the use of digital technologies
Implementation is based on workshops and 1:1 support, with the precise structure dependent upon the outcomes of the analysis and design/development phases. Various tools are used to simplify and support this process, including the SAMR and RAT models for understanding technology integration, and the TPACK (Technological Pedagogical Content Knowledge) Framework .
For schools at a Proficient / Exemplary level of digital literacy; examines current practices to suggest improvements
Multiple evaluation processes are used alongside the other four phases to ensure that what is being created and delivered is in line with school needs. A five level research based evaluation framework is used to measure: participants reaction, participants learning, organisational impact, participants use of the new knowledge and student outcomes.