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Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionising approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research.Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.

Renata Phelps is a Lecturer in the School of Education at (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.

The discourse of reflection is now firmly embedded in a range of teacher education programs in Australia and overseas.

Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related to skills, attitudes, confidence, values and understandings, integration and school leadership. This paper reports on a research project which investigated the applicability of such an approach to teacher professional development. The approach was found to have significant outcomes in terms of computer skill development, and in influencing teachers' approaches to their own and their students' learning.