Notions of competency have dominated the computer education literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end-user computer education is presented that was derived from a three-year action research initiative with pre-service teachers.
Post-print of Phelps, R, Hase, S & Ellis, A, 2005, 'Competency, capability, complexity and computers: exploring a new model for conceptualising end-user computer education', British Journal of Educational Technology, vol. 36, no. 1, pp. 67-84.
The publisher's version of this article is available at http://dx.doi.org/10.1111/j.1467-8535.2005.00439.x