Capability versus competency in information technology education: challenging the learning context for lifelong technological literacy
As Information Technology (IT) gains greater integration into the teaching and learning processes within all levels of education the capability of both teachers and students to embrace this ever-changing technology becomes essential. Traditional "training" approaches in relation to IT have tended to emphasise competency in specific computer skills. It is argued that a capability-based, rather than competency-based, approach to computer education may provide more significant and empowering learning outcomes for students. An action research project is reported which is investigating the effect of a metacognitive approach to learning and teaching on the self-efficacy and learning capability of students. Several cohorts of teacher-education students were prompted to reflect on a range of teaching and learning contexts and reflect on the benefits and disadvantages of these approaches for themselves as learners. In this paper a focus is placed on the various teaching approaches which have been employed and it is illustrated that this reflective, metacognitive approach can assist learners to become more capable, independent, lifelong computer learners.
Phelps, R 2002, 'Capability versus competency in information technology education: challenging the learning context for lifelong technological literacy', in B Cope & M Kalantzis (eds), Learning for the future: proceedings of the Learning Conference 2001 (Eighth International Literacy & Education Research Network Conference on Learning), Dimotiko Skolio of Spetses, Spetses, Greece, 4-8 July 2001, Common Ground Publishing, Altona, Vic.