1.

1 Types of computers
This session describes the more common types of computer and introduces the theme
of ICT development that features throughout the Student’s Book.

Learning aims
 Identify different types of computer.
 Describe recent developments in ICT.

Differentiated learning outcomes Resources

• All students must use the key words highlighted in  Student’s Book: pages 8−11
the Student’s Book in context and recognise that  Files:
there are a variety of computers defined by size
WS1_1a.docx
that are in common use.
WS1_1a_Answers.docx
• Most students should confidently use the terminology
in the session; state the differences between, and WS1_1b.docx
the uses of, the different types of computer; identify WS1_1c.docx
the impact of new technology.
WS1_1c_Answers.docx
• Some students could confidently use the terminology
in the session to describe the uses, advantages
and disadvantages of each type of computer; and
could explore the impact that advances in new
technology is making.

Starter suggestions
Students will have personal experience of PCs, laptops and smartphones, but may
only have seen mainframes or supercomputers depicted in films or on TV. Open a
conversation about the processing needs of a family compared with a supermarket.
Aspects to cover include:
• the amount of information that needs to be stored
• speed of processing
• need for multitasking
• need for simultaneous access by several users.
This will help students to appreciate the need for a variety of computer power.

Main lesson activities

Student task: Ask students to start creating an ICT dictionary with the highlighted key
terms and a short definition for each. They can keep this up throughout the course,
especially in the theory sessions. Ask them to complete WS1_1a and write the terms,
together with the description, into their dictionary. (The solution to the puzzle is
provided see WS1_1a_Answers.)
Discussion: As you work through the section on types of computer (Student’s Book
pages 8–11), discuss examples of where a large powerful mainframe computer or
server might be used rather than lots of individual computers.
Discussion: Find out how many students have used smartphone and then list the
things that they regularly do with them. Why is it called a smartphone?
Discussion: List the devices that students have used with a touchscreen. Discuss what
features the touchscreen enables. How would those functions have been done
previously (if at all)?

Cambridge IGCSE™ ICT Teacher’s Guide © HarperCollinsPublishers Ltd 2022

 Student task: Ask students to carry out Activity 1 on page 11, using WS1_1b. Tell
students to consider tablets or phablet, alongside laptops. If the choice was between a
desktop and a tablet, would their answer be different?

Give extra support by displaying pictures of mainframe computers in use so that

students have a visual aid as well as the more technical information.
Give extra challenge by asking students to find users of supercomputers. What
was/is the Deep Blue computer? What is the World Community Grid? Volunteer
computing?

Plenary suggestions
Hold one (or more) of the following sessions:
• Ask students to identify the computer from the statements – for example: What
type of computer has standardised, inexpensive spare parts?
• Student task: Ask students to complete WS1_1c. (The answers are provided on
the Teacher Guide digital download – see WS1_1c_Answers.)

Cambridge IGCSE™ ICT Teacher’s Guide 2 © HarperCollinsPublishers Ltd 2022