Provider: Catalysed Ltd

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Description Catalysed provides services to schools to help them make effective use of digital technologies / ICT for teaching and learning. According to the best available research this has the potential to create a four month improvement in learning gains. Developed through extensive educational research, the CATALYST programme is an integrated set of modules that helps schools align their pedagogy and technology.

Catalysed Ltd's website
Categories Secondary, Leadership and Management, Teaching and Learning, Sciences, Mathematics / Numeracy, Further education, 14-19, KS3, KS4, Arts, Business / Economics, Computing / ICT, English / Literacy, Health and care, Hospitality and Leisure, Humanities, Languages, PE / Sport, Technology, Management, Support Staff, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Business Manager, Learning Support, Pupil Support, Technicians, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Personal Development, Facilities, Wider Context, ICT / Computing, Change Management, Organisational Improvement, Education system, Assessment, Personalised Learning, In school, Online, After-school meetings, Demonstration lesson, Team lesson planning/teaching, Physical resource, Video chat, Physics, Biology, Chemistry, Earth Science / Geology, Digital Technology, School closure day, Coaching / Mentoring, PSHE, 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

Catalysed's approach anlayses a schools digital readiness and develops the digitial capability of teachers. This allows a school to make more effective use of digital technologies in the classroom, catalysing the education process and hence improving learning outcomes for students.

The increased use of digital technologies by students also helps them in turn to develop their digital literacy, through the targeted use of specific digital technologies to support wider learning. This helps to develop their employability in a job market which is increasingly shifting away from physical work towards 21st century skills.

Evidence underpinning this approach

According to the best available summary of research in this field, provided by the Educational Endownment Foundation, digital technologies have the potential to create a four month improvement in learning gains. The problem lies in the alignment of pedagogy and technology.

'It is not whether technology is used (or not) which makes the difference, but how well the technology is used to support teaching and learning. This alignment of technology and learning is important.'

Higgins, Xiao and Katsipataki (2012, p. 15)

The underlying methodology that drives the Catalysed approach is based on doctoral research which aimed to create this alignment. 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. This methodology has been proven in Higher Education; and now reworked to suit the secondary education context.

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:

  • Level 1: Participants reaction: Will the information be useful? Did the material make sense? Was the leader knowledgeable and helpful?
  • Level 2: Participants learning: Did the learner obtain new knowledge and skills?
  • Level 3: Organisation, support and change: What was the impact on the organisation? What support was provided to initiate change/s.
  • Level 4: Participants use of the new knowledge and skills: How does the participant apply new knowledge and skills. How is this assessed?
  • Level 5: Student outcomes. What is the impact on learners? Achievement, Confidence, Attendance, Behaviour, Self-esteem.

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

Follow-up activities and support

Catalysed offers follow-up assistance using blended learning approaches, e.g. Skype and other video conferencing / virtual meeting room solutions, to help support teachers ongoing use of digital technologies in the classroom.


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. The approach is typically broken down into five modules: Analyse, Design / Develop, Implement and Evaluate.

  • 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.
  • 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.
  • 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.
  • Evaluation consists of several stream 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: participants reaction, participants learning, organisational impact, participants use of the new knowledge and student outcomes.