The History of Information Communication Technology

( I.C.T. )

CHAPTER 1: INTRODUCTION

BACKGROUND OF THE STUDY

It defines as Information Technology, consists of study, design, advance development,

accomplishment, support or administration of computer foundation information system,

mostly software application and computer hardware. Information technology works with

the use of electronic computers and computer software to renovate, defend,

development, and broadcast and other information.

Information technology has overstuffed to cover many features of computing and

technology, and this word is more familiar than ever before. Information technology

subject can be quite large, encompassing many fields. IT professionals perform different

types of responsibilities that range from installing applications to designing complex

computer networks. IT professional's responsibilities are data management, networking,

database, software design, computer hardware, management and administration of

whole system. IT (Information Technology) is combined word of computer and

communications or "InfoTech". Information Technology illustrates any technology which

helps to manufacture, manipulate, accumulate, communicate or broadcast information.

Recently it has become popular to broaden the term to explicitly include the field of
electronic communication so that people tend to use the abbreviation ICT (Information

and Communications Technology).

PURPOSE OF THE STUDY

Researchers had chosen this study for them to know and to gather knowledge

about the history and the revolution of I.C.T. as it also becomes very popular in the

recent years. This can also help the student of all ages to develop the skills that the

history demands. This can also help us to determine an organization's and users'

information and communication needs. To fulfill their needs, provide

information/communication solutions. To get the correct information to the right people

at the right time, create and manage information/communication systems.

RESEARCH QUESTIONS

This study aims to know the history and current revolution of Information

Communication Technolory or I.C.T. and to have knowledge to this study it is expected

that the questions will be answered, these are the following question:

1. What are the Changes in the systems of I.C.T. in terms of age?

2. How important I.C.T. to the knowledge of every students?

3. How can I.C.T. and I.T. can be different from each other?
SIGNIFICANCE OF THE STUDY

As we are in the middle of the pandemic, having to study about this topic is a

very important thing. And the researchers chose this, for this will help in knowing and

analyzing where did I.C.T. came from as it is the mode of communication and

information of many people this days due to the pandemic we are experiencing. This

can expand the knowledge of the student on how they can use it properly and in orderly

manner.

SCOPE AND DELIMITATION

This study will include the student of the Albert Zarate General Hospital College

Inc., who’s age is ranging from 17 and above and is willing to help in the progress of this

study.
 CHAPTER 2: REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE AND PAST STUDIES

According to research, the first commercial computer was the UNIVAC I, developed by

John Eckert and John W. Mauchly in 1951. It was used by the Census Bureau to predict

the outcome of the 1952 presidential election. For the next twenty-five years, mainframe

computers were used in large corporations to do calculations and manipulate large

amounts of information stored in databases. Supercomputers were used in science and

engineering, for designing aircraft and nuclear reactors, and for predicting worldwide

weather patterns. Minicomputers came on to the scene in the early 1980s in small

businesses, manufacturing plants, and factories. In 1975, the Massachusetts Institute

of Technology developed microcomputers. In 1976, Tandy Corporation's first Radio

Shack microcomputer followed; the Apple microcomputer was introduced in 1977. The

market for microcomputers increased dramatically when IBM introduced the first

personal computer in the fall of 1981. Because of dramatic improvements in computer

components and manufacturing, personal computers today do more than the largest

computers of the mid-1960s at about a thousandth of the cost.

Computers today are divided into four categories by size, cost, and processing ability.

They are supercomputer, mainframe, minicomputer, and microcomputer, more

commonly known as a personal computer. Personal computer categories include

desktop, network, laptop, and handheld.

SYNTHESIS AND GAPS

With today's sophisticated hardware, software, and communications

technologies, it is often difficult to classify a system as belonging uniquely to one

specific application program. Organizations increasingly are consolidating their

information needs into a single, integrated information system. One example is SAP, a

German software package that runs on mainframe computers and provides an

enterprise-wide solution for information technologies. It is a powerful database that

enables companies to organize all their data into a single database, then choose only

the program modules or tables they want. The freestanding modules are customized to

fit each customer's needs.

EVALUATION

There should be a close relationship between the educational design of a learning

environment and evaluation. Evaluation is an integral part of the designed, developed,

evaluated cycle of production. Some evaluation models explicitly map evaluation

activities to phases of the development process.

As one example, the Learning-centred Evaluation framework 3 has four phases:

Analysis and design: analysing the curriculum, analysing teaching and learning

activities; and specifying the behaviour of the innovation.

Development: finding out if the innovation works in the way it was designed, and what is

needed to improve it (closely related to formative evaluation).

Implementation: evaluating the effectiveness and viability of the finished product

(closely related to summative evaluation).

Institutionalisation: evaluating the effects of ongoing use of the innovation within the

institution. The four phases help you to ‘position’ your I.C.T. innovation. An evaluation

study does not have to examine each phase, but often includes questions related to

several phases. In particular, the distinction between formative and summative

evaluation often blur. Advantages and disadvantages with this background material in

mind, we can start to look at the process of carrying out evaluation research on an

I.C.T. innovation.

A simple view of the process is to: work out some questions to ask; decide who should

be asked – the participants; determine the sources of data to be used; develop an

evaluation matrix; collect and analyse the data. The process is discussed in more detail
below.

Questions you need one or two broad evaluation/research questions, which capture the

essence of what you want to find out. This relatively difficult task requires clarity of

thought about what you want to achieve. However, it is better to think through your

questions at the outset, rather than finding out at the end that your questions are

inappropriate. Some people ignore this part of an evaluation. Instead, they feel that they

have a methodology (a survey instrument, for example), and they simply apply this

methodology to the evaluation context. The danger of this approach is that the

evaluation may not consider highly relevant information, and the results may be

misleading. Reeves 2 claims this is “akin to a workman claiming to be a “hammer

carpenter”, stating that the saw and the screwdriver hold little interest”. The best

evaluation questions are open-ended, ‘how’ questions.

For example: How effective are the computer conferencing activities which have been

incorporated into this course? What is the nature of learning processes used by

students? Which factors are important in the design of a learning environment which

fosters teamwork? How can the course be modified to enable students to learn more

deeply? A problem with the open-ended nature of broad evaluation questions is that it

may be difficult to answer them. That is why it is helpful to develop a larger number of

specific evaluation questions. These questions should be answerable - we should be

able to identify the evidence which is needed to answer each question. Experienced

evaluators have acquired the skill to implicitly ask these questions, but novices need

some assistance. Some examples of specific evaluation questions are: How does the

approach of the lecturer influence the students’ use of the discussion forum? What is
the nature of the teamwork which occurs? How do students use the online environment

in order to learn? Participants, the participants in an evaluation study are those who

actually provide the data. These are typically students and teaching staff, but may also

include technical staff, among others.

Sources of data, there is a range of qualitative and quantitative techniques (methods)

which can be used to obtain evidence to answer the specific evaluation questions.

Interviews and surveys are the most common.

Evaluation matrix, typically, there is more than one source of evidence which can

provide answers to each question. Evidence from a number of sources contributes to

the validity of the study. The evaluation matrix draws together the questions,

participants and data collection methods. A simple example of an evaluation matrix is

shown in Table 1. The matrix helps you to gain an overview of the process, and to plan

the rest of the study.

Collect and analyse data, many people have the research skills to collect and analyse

the data generated through the evaluation matrix, but these skills are beyond the scope

of this starter guide. It may be appropriate to employ suitable staff to carry out this part

of the evaluation study.