This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI

PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

Competency and Capability Resource 11 || Presentation (See also Resources 9, 10 and 12)

Technology Together distinguishes between competency and capability. So what do these terms mean?

Competency Competency – an ability to complete specific skills within a controlled environment Capability Capability – an ability to function in varied and unfamiliar contexts; to adapt to change and to learn

Competency is an ingredient of capability however Capability is a much stronger concept

A capable computer user… adapts well to technological change employs self-directed learning strategies has a willingness to experiment with new software and hardware recognizes and embrace appropriate avenues for integration is prepared to persevere and problem solve when things don’t go to plan.

People’s expectations of whether competency or capability is more important will affect their approach to learning. For instance… Think about what you consider to be the characteristics of a proficient computer user…. Do your responses ‘sound like’ the following …

They have all the answers when things go wrong! Computers come naturally to them. Things just seem to work for them. A perspective founded on Competence A perspective founded on Capability They are really enthusiastic about computers and really enjoy using them. When things go wrong they are calm and patient and are determined to play around till they find a solution. They are always keen to try new things and aren’t afraid to make a few mistakes along the way. They’ve done proper computer courses. They aren’t self-taught like me. What makes someone a proficient computer user?

Someone who is focused on competence: will see ICT as a defined body of knowledge and an identifiable set of skills will believe that competence can be passed on from expert to novice may see the ‘proper’ place for learning as being a structured, planned and professionally delivered course (expert to novice) will be overwhelmed by the range of skills to learn. Someone who is focused on capability: will see ICT as an ongoing learning journey, with no beginning and no end will see ICT knowledge as fluid, flexible and multi-faceted will recognise that there is much that can be learnt from others, but no- one has all the answers understands that answers can be discovered, and that problems can be solved, using good learning strategies knows that motivation, enthusiasm, confidence and investment of time are the main reasons why someone becomes a proficient computer user.

I appreciate the difference between being capable and being competent. This is clear when asking for help at work. Many can tell me what to do only if they have done it themselves. A select few are able to help solve problems unfamiliar to them. This is not a complaint but a statement of fact. I was a great help for others provided I had solved the same problem with the software etc. Now, I think I am more willing to become capable and hence more willing to tackle unfamiliar problems.

Small Group Activity Hand out copies of the competence and capability in a school context comparison table (Resource 12|Table 4.2) How do each of the scenarios in the table illustrate the difference between competence and capability? If time is short, allocate one scenario to each group. Are there elements of these scenarios that you can relate to personally?

The competency/capability model Refer to the Competency/Capability model handout and read through the 8 points shown in by the competency/capability model (shown on the next slide).

Competency Continuum Basic Skills & Know -ledge Capability Continuum The competency/ capability model 3D representation of technology learning from a complexity perspective

Technology Together is about promoting ‘ah-ha’ experiences through the metacognitive approach!

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI