TTL 1: Module 1 (Lesson 3) 3.

Support for new instructional approaches

LESSON 3: ELEMENTS FOR USING ● Cooperative learning can be
TECHNOLOGY IN EDUCATION ● Intelligent sharing can be
● Problem Solving and Higher level of
Learning Objectives:
thinking skills can also be used
● Identify the different elements for using
4. Increased Teacher productivity
technology in education;
● Identify the objectives of teaching ● Teachers can work with students by
technology; and helping with production and record
● Appreciate the importance of using keeping task
technology in the delivery of the lesson. ● Teachers can provide more accurate
information quickly
Introduction
● Teachers can provide a better-looking and
One of the most difficult and time- student-friendly materials
consuming parts for a teacher is the preparation ● Technology can help teachers in word
of the lesson plan. What makes it difficult to do? processing, spreadsheet, database, grade
Many would say that objectives should be the first book, graphics, desktop publishing,
to be filled in before the activity but others plan instructional management, and test
the activities first before generating its objectives. generation. Compilation of materials can
Either of the two, should I say, can work as long lessen their workload when they teach the
as the whole content of the plan synchronizes same subject in the future.
from the objective down to the assessment part.
5. Required skills for an information age
The integration of the use of technology in
● Technology Literacy
teaching is a challenging role of a teacher. It
● Information Literacy
would simply need more time and effort for the
● Visual Literacy
preparation part, but nonetheless, a bit easier
during the presentation part. Application of
technology in teaching adds attraction to the
NOTE: “Technology will never replace great
learners most specially this generation. The next
teachers, but technology in the hands of a great
question is when and at what part of the lesson
teacher can be transformational” - George Couros
we will be integrating technology?
Input
Elements for Using Technology in Education
1. Motivation
● Attainment of learner attention students
enjoy watching situation where they
seemed to be the key players
● Inspiring the learner through production of
work
● Increasing perceptions of learner control
(creating diagrams and other stimulating
visual activities)
2. Unique Instructional Capabilities
(considering the four pillars of education)
● Learners can easily link the information
sources and other tools (hyperlink,
hypertext)
● Learners can easily track progress (e-
portfolio and others)
● The learners can visualize problems and
solutions (interactive visual media)
● The Learners can create their technology-
based products
Module 2 (Lesson 1)
ICT Policies and Issues Implication to Teaching
and Learning
Lesson 1: Policies and Issues on Internet and
Implication to teaching and Learning
I. Objectives:
1. Informed the learner on ICT Policies and
Issues.
2. Discuss some issues of using ICTin education.
II. Introduction:
The pandemic of COVID -19 greatly affected the
education system. However, the CHED directed
HEIs to limit the physical interaction of students
and faculty in school premises.Hence, they will
implement a continuity of inclusive education
approach by use of appropriate modes of
delivery; (Philippine News Agency, April 30,
2020).
With the crisis that the education is facing, the
HEIs will use flexible learning, ICT will be a
powerful tool to deliver the lesson to the students.
In this lesson, policies and issues on ICT to
teaching and learning will be dealt with.
III. Think note (Reflective question)
Education can be accessed through the tip of our
finger with the use of different forms of ICT. How
often you used it. What type of ICT are you
familiar and commonly used? Are you aware of
the policies and issue of concerningICT? In this
lesson, you will be given information on how
helpful it is in the teaching and learning process.
IV. Content:
1. ICT Policies which are applicable to teaching
and learning
2. ICT Technologies
B. Concept:
Information and Communication Technology
(ICT) in education is an access to information and
communications technology that will serve as a
powerful tool for teaching and learning process.
Policy refers to the guidelines or rules to be
followed or serve as direction. It is also an action
to prevent problems that may arise.
ICT policy deals with the guidelines or rules on
how information and communication technology
could support the education system to make the
learning process enhanced. Whereas, teachers
can adopt technology that will fit to the needs of
the learners. The following are the policies. (Lifted
from:
1. ICT in Education Masterplan for all levels,
including a National Road map for faculty in ICT
in Education. A national framework for ICTs in
Basic Education.
2. Content and application development
through the open content in Education Initiative
(OCEI) which converts DepEd materials 1 into
interactive multi-media content, develop
applications used in schools, and conduct
students and teacher competitions to promote the
development of education-related web content.
3. PheDNet, is a “walled “garden that hosts
educational learning and teaching materials and
applications for use by Filipino students, their
parents and teachers. All public high schools will
be part of this network with only DepEd approved
multimedia applications, materials and mirrored
internet.
4. Established Community eLearning Centers
called eskwela for out-of-school youth (OSY)
providing them with ICT-enhanced alternative
education opportunities
5. eQuality program for tertiary education
through partnership with state universities and
college (SUCs) to improve quality of IT education
and the use of ICT education in the country,
particularly outside of Metro Manila.
6. Digital Media Arts Program which builds
digital media skills for the government using Open
Source technologies. Particular beneficiary
agencies organizations, the Cultural Center of the
Philippines, National Commission for Culture and
Arts and other government arts agencies, State
Universities and Colleges and local government
units.
7. ICT skills strategic plan which develops an
inter-agency approach to identify strategic and
policy recommendations to address ICT skills
demand-supply.
Common Issues in using internet:
1. Limited accessibility and network connection
2. School with limited technical support
3. Lack of effective training
4. Limited time
5. Lack of teachers’ competency

TTL 1: Module 2
ICT Policies and Issues Implication to
Teaching and Learning
Lesson 2: Safety Issues on the Use of ICT
including e-safety rules
I. Objectives:
1. Identify safety issues on the
use of ICT
2. Determine and apply e-safety
rules in the use of ICT.
II. Introduction:
There are different types of ICT applied in
education. These types enable interactive
collaborative learning best suited to today's
situation whereas, face to face method of
teaching is not permitted. There will be different
methods to be implemented in teaching, and one
of those is with the use of the internet. Through
this, it will improve the performance of the learner.
However, there might be issues that might meet
me using the internet. In this lesson, you will learn
how to avoid challenges.
III. Content:
1. Safety Issues on the use of ICT
2. E-safety rules in the use of
ICT.
IV. Discussion:
What to do: Read an article or news
about improper use of the internet. Share it to
your 3 classmates. What are the common issues
observed from your reading? Compare it to you
classmates’ work. What should be done to avoid
these consequences?
1. What are the common issues observed from
your reading?
2. What should be done to avoid these
consequences?
There are few dangers in using internet:
1. Cyberbullying
2. Cyber Predators
3. Posting private Information
4. Phishing
5. Falling for Scams
6. Accidentally Downloading Malware
7. Posts that come back to Haunt a child
later in life.
Online Safety Tips:
1. Keep Personal Information Professional
and Limited
2. Keep Your Privacy Settings On
3. Practice Safe Browsing
4. Make Sure Your Internet Connection is
Secure. Use a Secure VPN Connection
5. Be Careful What You Download
6. Choose Strong Passwords
7. Make Online Purchases from Secure Sites
8. Be Careful What You Post
9. Be Careful Who You Meet Online
10. Keep Your Antivirus Program Up to Date
Related search:
Law on personal data protection
MODULE 3 – THEORIES AND PRINCIPLES IN
THE USE AND DESIGN OF THE
TECHNOLOGY DRIVEN LESSONS
Introduction
In this module, significant theories and
principles in the design and use of the technology
driven lessons as applied to classroom
instructions are undertaken at this point. The
prominent authorities who contributed in the
technology and learning are included giving
insights on models applicable in the teaching and
learning. This elaborates how the digital
technologies enhanced the environment in
instruction.
Objectives:
At the end of this module, you should be able to:
1. Develop teaching plans and selection of
instructional materials utilizing the
learning principles and theories.
2. Apply different technology-driven teaching-
learning models.
3. Classify the sensory aids in the Cone of
Experience.
4. Utilize the models in the use and design of
technology enhanced driven lessons through
blogs, infographics, or other tools useful to
classroom instruction.
Lesson 1 - Edgar Dale’s Cone of Experience
● Edgar Dale, introduced the Cone of
Experience in 1946 which displays the
progression of experiences from the most
concrete (at the bottom of the cone) to the
most abstract (at the top of the cone)
(Davis et. al., 2014). The Cone of
Experience is a visual model, a pictorial
device that presents bands of experience
arranged according to degree of
abstraction and not degree of difficulty
(Corpuz et. al., 2012).
Dale (1969) asserts that:
The pattern of arrangement of the bands of
experience is not difficulty but degree of
abstraction – the amount of immediate sensory
participation that is involved. A still photograph of
a tree is not more difficult to understand than a
dramatization of Hamlet. It is simply in itself a less
concrete teaching material than
dramatization.
In our teaching, then, we do not always begin with
direct experience at the base of the Cone. Rather,
we begin with the kind of experience that is most
appropriate to the needs and abilities with many
other types of learning activities. (Dale, 1969 as
cited by Corpuz et. al., 2012).
The Bands in Dale’s Cone of Experiences
1. Direct purposeful experiences – These refer
to the foundation of experiencing learning. Using
the senses, meaningful knowledge and
understanding are established. This is
experiential learning where one learns by doing.
2. Contrived experiences – The representations
such as models, miniatures, or mock ups are
used. These are the things or events that may be
beyond the learners grasp and so contrived
experiences can provide a substitute.
3. Dramatized experiences – A reconstructed
experience through role playing or dramatization.
4. Demonstrations – These show how things are
done. It is an actual execution of a procedure or
process.
5. Study trips – These are actual visits to certain
locations to observe a situation or a case which
may not be available inside the classroom.
6. Exhibits – These are displays of models such
as pictures, artifacts, posters, among others that
provide the message or information.
7. Television and motion pictures – These
technology equipment provide a two- dimensional
reconstruction of a reality. These allow learners to
experience the situation being communicated
through the mediated tools.
8. Still pictures, Recordings, Radio – Still are
pictures or images. Audio-recorded materials or
information broadcast through the radio are in this
category.
9. Visual Symbols – These are more abstract
representations of the concept or the information.
10. Verbal Symbols – This is the most abstract
because they are represented in symbols, words,
codes or formulae. (Bilbao et. al., 2019).
Three Stages of Representation
the
Jerome S Bruner presents a three-tiered model
of learning where he points out that every area of
knowledge can be presented and learned in three
distinct steps. He identified three stages of
cognitive representation.
1. Enactive, which is the representation of
knowledge through actions.
2. Iconic, which is the visual summarization of
images.
3. Symbolic representation, which is the use of
words and other symbols to describe
experiences.
Lesson 2 - TPACK as a Framework for
Technology-Driven Teaching and Learning
Punya Mishra and Matthew J. Koehler’s 2006
TPACK framework focuses on the three types of
knowledge which are technological knowledge
(TK), pedagogical knowledge (PK), and
content knowledge (CK).
The TPACK framework outlines how content
(what is being taught) and pedagogy (how the
teacher imparts that content) must form the
foundation for any effective edtech integration.
The content and support of pedagogy must
communicate to enhance students’ learning
experience in the implementation of technology.
The three types of knowledge – TK, PK, and CK –
are thus combined and recombined in various
ways within the TPACK framework.
Content Knowledge (CK) – This describes
teachers’ own knowledge of the subject matter. It
includes knowledge of concepts, theories,
evidence, and organizational frameworks within a
particular subject matter.
Pedagogical Knowledge (PK) – This describes
teachers’ knowledge of the practices, processes,
and methods regarding teaching and learning.
Technological Knowledge (TK) – This
describes teachers’ knowledge of, and ability to
use various technologies, technological tools, and
associated resources.
For further understanding of the acronyms,
Technological pedagogical knowledge (TPK)
describes relationships and interactions between
technological tools and specific pedagogical
practices, while
Pedagogical content knowledge (PCK)
describes the same between pedagogical
practices and specific learning objectives; finally,
Technological content knowledge (TCK)
describes relationships and intersections among
technologies and learning objectives.
These three constitute the TPACK, where the
relationships among all three areas, and
acknowledges that educators are acting within
this complex space. (Kurt, 2018).
SAMR
The SAMR Model is a framework created by Dr.
Ruben Puentedura that categorizes four different
degrees of classroom technology integration. The
letters “SAMR” stand for Substitution,
Augmentation, Modification, and Redefinition.
The SAMR model was created to share a
common language across disciplines as teachers
strive to help students visualize complex
concepts.
S – Substitution. It uses technology as alternate
for the regular item to augment or assist
instruction.
A – Augmentation. There is a functional
improvement in the use of the technology tool.
M – Modification. The technology is used to
redesign a lesson.
R – Redefinition. Technology allows the creation
The figure has been taken from the google site which shows
of a new concept that has not been previously comprehensive integration of the taxonomy in digital aspects using
conceptualized. technologies. Applications and tools describe the technologies in
fusion of the revised bloom’s taxonomy and SAMR model.

MODULE 4: LESSON 1: 21ST CENTURY

SKILLS
21st Century skills are 12 abilities that today’s
students need to succeed in their careers during
the Information Age.

The twelve 21st Century skills are:

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
Bloom’s Digital Taxonomy 7. Technology literacy
8. Flexibility
Benjamin Bloom is the author of the Taxonomy 9. Leadership
of Objectives. This has been modified by his 10. Initiative
students, Anderson and Krathwohl, which made it 11. Productivity
Revised Bloom’s Taxonomy. 12. Social skills
● These skills are intended to help students
keep up with the lightning-pace of today’s
modern markets. Each skill is unique in
how it helps students, but they all have
one quality in common.
● They’re essential in the age of the
Internet.

The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three
categories:
1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students
about the mental processes required to adapt and
improve upon a modern work environment.
● Critical thinking: Finding solutions to
problems
● Creativity: Thinking outside the box
● Collaboration: Working with others
● Communication: Talking to others
Literacy skills (IMT) focuses on how students
can discern facts, publishing outlets, and the
technology behind them. There’s a strong focus
on determining trustworthy sources and factual
information to separate it from the misinformation
that floods the Internet.
● Information literacy: Understanding
facts, figures, statistics, and data
● Media literacy: Understanding the
methods and outlets in which information
is published
● Technology literacy: Understanding the
machines that make the Information Age
possible
Life skills (FLIPS) take a look at intangible
elements of a student’s everyday life. These
intangibles focus on both personal and
professional qualities.
● Flexibility: Deviating from plans as
needed
● Leadership: Motivating a team to
accomplish a goal
● Initiative: Starting projects, strategies,
and plans on one’s own
● Productivity: Maintaining efficiency in an
age of distractions
● Social skills: Meeting and networking
with others for mutual benefit
Altogether, these categories cover all 12 21st
Century skills that contribute to a student’s future
career.
This is not an exhaustive checklist of career
readiness skills — but they’re the career
readiness skills that overlap with 21st Century
skills!
What’s the Demand for 21st Century Skills?
While 21st Century skills have always been
important, they’ve become essential in a
worldwide market that moves faster by the day.
These skills all double back to one key focus.
Someone’s ability to enact and / or adapt to
change.
This is because any industry is capable of
changing at a moment’s notice. Industries are
now regularly disrupted with new ideas and
methodologies.
Those industries that haven’t been disrupted
aren’t immune though. They just haven’t been
disrupted yet. With that in mind, the world has
entered an era where nothing is guaranteed. As a
result, students need to learn to guide the change
that’ll inundate their lives. At the very least, they
need to learn how to react to it. Otherwise, they’ll
be left behind.
This is especially true as customer demand
accelerates in all industries along with
expectations for newer features, higher-level
capabilities, and lower prices.
In today’s marketplace, falling behind means
becoming obsolete. That’s a familiar concept to
all of today’s students as tomorrow’s
advancements make today’s miracles quaint or
unimpressive.
Today, the only consistency from year to year is
change.
With 21st Century skills, your students will have
the adaptive qualities they need to keep up with a
business environment that’s constantly evolving.
How Do You Teach 21st Century Skills?
Now you know what 21st Century skills are and
why employers want new hires to have them.
So how do you teach them in your daily classes?
Before getting into the details, it’s important to
identify who should teach 21st Century skills.
While these skills can be taught at any grade
level, we find it’s most important to teach 21st
Century skills in middle or early high school.
This is the time when your students need to hone
their career readiness skills before they enter the
workforce!
So how can middle and high school teachers
teach 21st Century skills effectively?
MODULE 4: LESSON 2: Non-Digital and Digital
Skills and Tools in Delivering Technology-
Enhanced Lessons
● Teaching becomes rewarding when
learners get the most from instructions as
manifested in their performance.
● An important element in engaging learners
is when the strategy used in delivering the
lessons uses instructional material.
● When properly and appropriately used, it
can spice up a classroom activity.
● These instructional materials may come in
varied forms. One group refers to the
conventional and non-digital tools.
● A classroom will always need a
chalkboard or a writing board that may
come in varied forms and shapes. Bulletin
boards, flip charts, dioramas, puppets,
terrarium, and the like, will always find
their significance in any classrooms.
● However, nowadays, lessons can be
made more relevant and engaging for
learners as digital tools are integrated.
● The teachers need instructional materials
to enhance teaching and learning.
INSTRUCTIONAL MATERIALS
● defined as print and non-print items that
are rested to impact information to
students into the educational process
(Effiong and Igiri, 2015).
● Examples of instructional materials are
drawings, kits, textbooks, posters,
magazines, flipchart, newspapers,
diorama, pictures, recording videos and
the like.
● Instructional materials have several roles
in teaching and learning which include the
following:
(1) they promote meaningful
communication and effective learning;
(2) they ensure better retention, thus
making learning more permanent;
(3) they help to overcome the limited
classroom by making the inaccessible
accessible;
(4) they provide a common experience
upon which late learning can be
developed; and
(5) they encourage participation especially
if students are allowed to manipulate
materials used (Brown et al.,2005; Effiong
and Igiri, 2015).
● Instructional materials are the
supplementary materials, which help the
teacher to make his/her presentation
concrete, effective, interesting, meaningful
and aspiring.
● Instructional materials are a great help in
stimulating and facilitating the learning
of the learners.
● According to Wright (1976:1) as cited in
Cakir (2006) many media and many styles
of visual presentation are useful to the
language learner. All audio-visual
materials have positive contributions to
language learning as long as they are
used at the right time, in the right place. In
the teaching and learning process,
learners use their eyes as well as their
ears; but their eyes are basic in learning.
1. DIORAMA
- It will make the classroom to be creative
and innovative.
- It is a fun way to build an exciting
scene in a small space.
 - Dioramas are small scenes created of - This board consists of two parallel,
layers of materials, all depicting a similar horizontal poles tied loosely together with
concept or theme. rope.
- They usually display a historical time - Visual aids such as posters can be pinned
period, a nature scene, or a fictional to the rope.
situation. - This kind of display board is invaluable
where there are few solid walls for
2. NATURE TABLE
displaying information.
- This is a table that contains objects - It has no solid backing and can be made
and/or scenes related to the current quickly for teaching, training and when
season, or upcoming festival or a symbol working with the community.
of an ecosystem.
GUIDELINES when designing conventional
- Children love to follow the natural changes
instructional materials;
that the world offers each month and
classroom decorations reflect these. 1. Unity - Use only one idea for each visual aid
including a headline.
3. WRITING BOARD
2. Simplicity - Make ideas and relationships
- A writing board can display information
simply and easy to recall.
written with chalk (chalkboard or
blackboard) or special pens (whiteboard). 3. Legibility - Make letters big and readable for
- Although there are usually more effective all in the audience.
methods of transmitting information, the
4. Consistency - Use the same type style and art
writing board is still the most commonly
style.
used visual aid.
5. Clarity - Avoid types that are too small to read;
4. FLIP CHART
avoid all caps.
- large tablet or pad of paper, usually on a
tripod or a stand
Reflection:
5. ZIGZAG BOARD
- Non-Digital and Digital Skills and Tools in
- multiboard series of three or four
Delivering Technology-Enhanced Lessons
rectangular boards
serve as a guide for every teacher on
- They are joined together along the sides
what to teach and how to teach.
by hinges so that they can be easily folded
- What to teach in the manner of what non-
up and carried.
digital or digital tools you are going to use
- Each board can be of a different type, for
in an appropriate learning or topic.
example, a whiteboard, a chalkboard, a
- How to teach where we can integrate the
flannel board and so on.
following digital and non-digital tools to
- The size of the boards for the zigzag
facilitate and enhance learning.
multi-board depends on what you want to
- It also gives us a strategy on how we can
use them for.
teach better in facing the new generation
6. WALL DISPLAY in where advanced technology is
commonly used.
- Displaying items on a classroom wall is a
well-known, tried and tested educational Application:
method.
- Well it is our obligation to teach students
- A wall display is a collection of many
and transform them with their true
different types of items and materials put
potentials, all we have to do in
up on a wall to make an interesting and
implementing the use of these tools is to
informative display.
facilitate if it is really helpful or appropriate
- In a classroom, the display can consist of
to use in a certain topic.
the students’ own work. In development
- We must become digital literate teachers
work it can be used to convey information
for us to be connected with our own
to the community.
students.
7. ROPE and POLE display board
 - We must be on trend, not only to be part
of the group but at the same time to
assure that we can impart knowledge to
the students in a meaningful way.
MODULE 4: LESSON 3 - INTRODUCTION TO
COMPUTER
- Technology is inevitable in our everyday lives.
This is because life without technology is
pointless in today's dynamic world.
- Technology, which brings together tools to
promote development, use and information
exchange, has as its main objective of making
tasks easier and the solving of many problems of
mankind.
- Technology infuses classrooms with digital
learning tools, such as computers and handheld
devices; expands course offerings, experiences,
and learning materials; supports learning 24
hours a day, 7 days a week; builds 21st century
skills; increases student engagement and
motivation; and accelerates learning.
- Technology also has the power to transform
teaching by ushering in a new model of
connected teaching.
- This model links teachers to their students and
to professional content, resources, and systems
to help them improve their own instruction and
personalize learning.
Information Communication Technology (ICT)
- broader term for Information Technology (IT).
- deals with the use of different communication
technologies such as mobile phones, internet to
locate, save, sends, and edit information
- study of computers as data processing tools
- introduces students to the fundamentals of using
computer systems in an internet environment
History:
- It could be said that ICT has been originated by
the emergence of very early tools, e.g.
paintings on cave walls but usually, the
development of ICT starts with the introduction
of educational films.
- The phrase ICT has been used by academic
researchers since the 1980’s but it came popular
after it was used in a report in the United
Kingdom by Dennis Stevenson in 1997 and in
the National Curriculum for England, Wales and
in the Northern Island in 2000.
● Information - knowledge obtain from
reading, investigation, study or research;
knowledge that helps us fulfill our daily
tasks
● Communication - act of transmitting
messages; process whereby information
is exchanged between individuals using
symbols, signs, or verbal interaction
● Technology - the use of scientific
knowledge, experience and resources to
create processes products that fulfill
human needs; vital in communication
● Computer - electronic device for storing
and processing data, typically in binary
form
● Internet - global system of interconnected
computer networks that use the internet
protocol suite (TCIP/IP) to link billions of
devices worldwide
● World Wide Web - information system
that allows documents to be connected to
other documents by hypertext links,
enable user to search for information by
moving from one document to another
TRENDS IN ICT
❖ Convergence - the synergy of
technological advancements to work on a
similar goal or task
 Ex: besides using your personal computer
to create word documents, you can now
use your smart phones
❖ Mobile Technologies - popularity of
smartphones and tablets has taken a
major rise over the years. This is largely
because of the devices ability to do tasks
that were originally found in PCs; several
of these devices are capable of using a
high-speed internet. Today, the latest
model of devices use 4G (LTE) which is
currently the fastest.
❖ Social Media - a website, application, or
online channel that enables web users to
create, co-create, discuss, modify, and
exchange user generated content
Six Types of Social Media
1. Social Networks - sites that allow you to
connect with other people with the same
interests or background; [ex. Facebook
and Google]
2. Bookmarking Sites - sites that allow you
to manage links to various websites and
resources; create a tag to others, [ex.
Stumble upon, Pinterest]
3. Social News - sites that allow users to
post their own news, items, or links to
other news sources; the user can also
comment on the post and comments may
also be ranked, [ex. Reddit and Dig]
4. Media Networking - sites that allow you
upload and share media content like
images, music, and video; [ex. Flickr,
Youtube, and Instagram]
5. Microblogging - focus on short updates
from users; those that subscribed to that
user will be able to receive these updates,
[ex. Twitter and Plurk]
6. Blogs and Forum - allow users to post
their content; other users are able to
comment on the said topic, [ex. Blogger,
WordPress, and Tumblr]
THE COMPUTER SYSTEM
● Computer - a machine that can be
instructed to carry out or logical operations
automatically via computer programming
● Programs - modern computers have the
ability to follow a generalized set of
operations, called programs; these
programs enable computers to perform an
extremely wide range of tasks.
● Computer System - collection of entities
(hardware, software, and people ware)
that are designed to receive, process, and
manage and present information in a
meaningful formatt.
How does a Computer System work?
- A computer is a machine composed of hardware
and software components.
- A computer receives data through an input unit
based on the instructions it is given and after it
processes the data, it sends it back through an
output device.
Components of a Computer System
1. Input unit
2. Central Processing Unit
3. Output unit
INPUT UNIT
- These components help users enter data and
commands into a computer system.
- Data can be in the form of numbers, words,
actions, commands, etc.
- The main function of input devices is to direct
commands and data into computers.
Computers then use their CPU to process this
data and produce output.
For example: The Laptop's keyboard is an input
unit that enters numbers and characters. Similarly
even a mouse can be an input unit for entering
directions and commands.
Other examples: Barcode readers, Magnetic Ink
Character Readers, Optical Character Reader,
etc.
CENTRAL PROCESSING UNIT
- After receiving data and commands from users,
a computer system now has to process it
according to instructions provided.
The CPU further uses these three elements:
a. Memory Unit
b. Arithmetic and Logic Unit
c. Control Unit
OUTPUT UNIT
- The third and final component of a computer
system is the output unit.
- After processing the data, it is converted into a
format which humans can understand.
- After conversion, the output units display this
data to users.
Examples: Monitor, Screens, Speakers, Printers;
Thus, output units basically reproduce the data
formatted by the computer for user’s benefit
ELEMENTS OF A COMPUTER SYSTEM
1. HARDWARE
- These are all the physical aspects of a computer
system. They are tangible, hardware components
are electronic or mechanical instruments, like
keyboard, monitor, printer, etc.
Types of Hardware:
● Input Hardware
● Output Hardware
● Processing and Memory Hardware
2. SOFTWARE
- a set of programmes (computer instructions),
which helps the user to do a set of specific tasks.
- it helps the user interact with the computer
system with the help of hardware.
- Software, as you can imagine, is the tangible
aspect of the system.
Six Types of Software:
● Operating System
● Application Software
● Utility Software
● Language Processor
● System Software
● Connectivity Software
3. PEOPLE WARE
- The people interacting with the computer system
are also an element of it; we call this element the
liveware.
- These are a set of instructions, written in code,
to construct a computer on how to perform a task,
run a software, do calculations, etc.
Types of Procedure in a Computer:
● Hardware-Oriented Procedure
● Software-Oriented Procedure
● Internal Procedures
5. DATA
- the raw facts and figures that we input in the
computer.
- the data gets processed via the computer
system and becomes information, which is
processed and organized data.
- information can then be used for decision-
making purposes
- the measurement of data is done in terms of
“bytes”
- one kilobyte (KB) is 1 million bytes and finally, 1
gigabyte (GB) is approximately 1 billion bytes.
6. CONNECTIVITY
- this is when the computers are linked to a
network.
- it facilitates sharing of information, files, and
other facilities.
- computers can connect to a network via LAN
cables, Bluetooth, Wi-Fi, Satellites, etc.
- the internet is the most obvious example of
connectivity in a computer system.
★ Therefore, the development of computer
systems can be seen as a process in
which information processing knowledge
is transferred into the information system
being developed. Moreover, computer
systems need to be updated when the
systems it describes change in which they
process information.

- They are ultimate “users” of the computer COMPUTER HISTORY

systems.
I. ABACUS [4th Century B.C.]
Types of People interact with the system: - The abacus, a simple counting aid, may
have been invented in Babylonia (now
● Programmers Iraq) in the fourth century B.C.
● System Analyst - This device allows users to make
● End-Users computations using a system of sliding
4. PROCEDURES beads arranged on a rack.
- Considered the first computer.
II. BLAISE PASCAL [1623-1662]
- In 1642, the French mathematician and
philosopher Blaise Pascal invented a
calculating device that would come to be
called the "Adding Machine".
- One of the first and earliest mechanical
devices used for calculating was the
Pascaline.
- Originally called a "numerical wheel
calculator" or the "Pascaline", Pascal's
invention utilized a train of 8 moveable
dials or cogs to add sums of up to 8
figures long. As one dial turned 10
notches - or a complete revolution - it
mechanically turned the next dial.
- Pascal's mechanical Adding Machine
automated the process of calculation.
Although slow by modern standards, this
machine did provide a fair degree of
accuracy and speed.
III. GOTTFRIED WILHELM VON LEIBNIZ
- Stepped Reckoner, a calculating machine
designed (1671) and built (1673) by the
German mathematician-philosopher
Gottfried Wilhelm von Leibniz
- supposed to be able to add, subtract,
multiply, divide, and calculate square roots
- the device never worked properly.
loom to weave a portrait of himself in
black and white silk.
- The Jacquard mechanism, invented by
Frenchman Joseph Marie Jacquard and
first demonstrated in 1801, simplified the
way in which complex textiles such as
damask were woven. The mechanism
involved the use of thousands of punch
cards laced together. Each row of
punched holes corresponded to a row of a
textile pattern.
VI. ADA BYRON, Countess of Lovelace
- First Computer Programmer
- Ada Byron was a writer and
mathematician known for her work on
Babbage's early mechanical general-
purpose computer. She helped to write the
first algorithm intended to be processed by
a machine.
U.S. CENSUS
- Done every 10 years
- Process done by hand in 19th century
- Took 10 years to complete
*umay, bukas na ulit naurrr

IV. CHARLES BABBAGE

- Born in 17911, Charles Babbage was an
English mathematician and professor.
- In 1822, he persuaded the British
government to finance his design to build
a machine that would calculate tables for
logarithms, called the “Difference
Engine”
- device was to calculate numbers to 20th
place and print them at 4 digits per minute
- ANALYTICAL ENGINE (1883) used to
perform a variety of calculations by
following a set of instructions or programs
stored on punch cards; machine only
designed but never built
- considered the “Father of Computers”

V. JOSEPH JACQUARD
- In a vivid demonstration of the power of
his invention, Joseph-Marie Jacquard,
using 10,000 punch cards, programmed a