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|Description||Changing teaching practices to integrate digital technologies. The Design module involves changes existing practices in order to align the needs of teachers with the digital technologies that have the potential to support those needs.|
|Categories||Primary, Secondary, Teaching and Learning, KS1, KS2, KS3, KS4, Management, Teaching staff, Personal Development, Facilities, ICT / Computing, In school, After-school meetings, Team lesson planning/teaching, Physical resource, Digital Technology, School closure day, Effective use of technology is driven by learning and teaching goals , Identifies clearly how the introduction of technology will improve learning, Technology is used to support pupils to work harder, for longer or more efficiently , There is teacher support to learn to use new technology effectively as part of Professional Development|
|Learning outcomes for participants/users and, where relevant, pupils or students||
Firm proposals for new practice with specific classes and specific digital technologies.
The focus of this module is on developing technological pedagogical knowledge as defined in the TPACK framework.
|Evidence underpinning this approach||
The CATALYST programme is based on award winning doctoral research, at the heart of which is the APT methodology.
The APT methodology, where APT is shorthand for the Alignment of Pedagogy and Technology, was developed by Dr Richard Osborne over 10 years of educational research. It is a structured way of thinking about the differing components within a digital educational ecosystem, using principles from ecological psychology, designed to align the needs of teachers and learners with the affordances of digital technologies. The best available research suggests that this approach is the most reliable way to use digital technologies within education contexts.
Higgins, Xiao and Katsipataki (2012, p. 15)†
† S. Higgins, et al. (2012). `The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation'. Tech. rep., Education Endowment Foundation.
|How users/participants can evaluate success||
Catalysed follows a research-based approach to evaluation, following the work of Guskey (2000) , and hence adopts a five stage model for evaluations.
We use multiple tools in order to gather this data during other phases of work, which can include card sort activities, micro evaluations in workshops and teaching session (often using digital tools such as Socrative, Google Forms, or similar apps), and semi-structured interviews with key stakeholders. Not all evaluation levels may be appropriate, depending on the module chosen and level of engagement with the school.
|Follow-up activities and support||
The Design module is part of a the broader CATALYST programme, a modular set of services for schools to help them make effective use of digital technologies for teaching and learning. The next module in the programme, the Develop module, would be an ideal follow up to this module.
Type of activity: In-school out of class workshop.
Target group: Small groups of teachers (up to 20).
Products: Individual action plan templates completed, including timeframes and SMART targets agreed for the following weeks or months.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.