Design and development phase

Catalysed's approach is designed to align your needs as an educator with the affordance of digital technologies. The second phase of the approach involves designing changes to existing practices in order to align the intentions of teachers with the digital technologies that have the potential to support those intentions.

AIM Model
A blank AIM model

Whilst research on how to use digital technologies to support education is still developing, our understanding of how best to structure teaching and learning more generally is quite well advanced. In the UK in particular the government has laid down eight teachers' standards that together help to guide teachers practice and frame development needs. Catalysed has developed it's own AIM models around these UK Government Teachers' Standards external link icon in order to ensure that any designed change to practice is aligned with broader development goals.

"Educational technology is not a homogeneous ‘intervention’ but a broad variety of modalities, tools, and strategies for learning. Its effectiveness, therefore, depends on how well it helps teachers and students achieve the desired instructional goals."

S. M. Ross, et al. (2010)

A staggered and collaborative approach

After completing the TPK Quiz to produce a picture of current practice, teachers typically work in small mentored groups linked by discipline in a dialogic approach, discussing potential changes to practice to help them move along the six dimensions of teaching and learning. Together with the Tech Trump cards, which summarise the affordances of digital technologies in the context of these six dimensions, specific changes are identified and noted on the AIM models and agreed by all stakeholders.

These initial discussions are then followed by developmental workshops, focusing on the key dimensions that groups have chosen, together with training sessions for the specified technologies, in order to develop firm proposals for new practice with specific classes. Timeframe's are established, and SMART targets agreed for the following weeks or months, depending on context.


S. M. Ross, et al. (2010). `Educational technology research past and present: Balancing rigor and relevance to impact school learning'. Contemporary Educational Technology 1(1):17-35.