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University of South Africa
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INS2701/1/2021–2025
10011978
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CONTENTS
Page
LEARNING UNIT 1: INFORMATION AND COMMUNICATION TECHNOLOGY IN PERSPECTIVE 1
1.1 Introduction 1
1.1.1 Defining information 2
1.1.2 Defining technology 2
1.1.3 Defining information and communication technology 3
1.2 Information Technology and your life 5
1.2.1 Overview 5
1.2.2 The two parts of IT: Computers and communications 5
1.2.3 Reading activity: 6
1.3 Where is Information Technology headed? 6
1.3.1 Overview 6
1.3.2 Reading activity: 7
1.3.3 Activity 7
1.3.4 Feedback on the activity 7
1.3.5 Extra activity 7
1.4 Conclusion 7
LEARNING UNIT 2: UNDERSTANDING YOUR COMPUTER 8
2.1 Introduction 8
2.2 How computers work: Three key concepts 8
2.2.1 Overview 8
2.2.2 Reading activity 9
2.2.3 Activity 9
2.3 Different kinds of computers 10
2.3.1 Overview 10
2.3.3 Activity 10
2.4 Computer Hardware 11
2.4.1 Overview 11
2.4.3 Activity 11
2.5 Computer Software 12
2.5.1 Overview 12
2.5.3 Activity 12
2.6 Conclusion 13
LEARNING UNIT 3: THE THEORY OF INFORMATION STORAGE 14
3.1 Introduction 14
3.2 Information Storage 14
3.2.1 Overview 14
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3.2.3 Activity 16
3.3 Development of Information Storage and Storage Media 16
3.3.1 Overview 16
3.3.3 Activity 19
3.4 Symbolisation 19
3.4.1 Overview 19
3.4.2 Systems of symbolisation 20
3.5 Conclusion 22
LEARNING UNIT 4: COMPUTERISED SECONDARY STORAGE DEVICES 23
4.1 Introduction 23
4.2 Primary and Secondary Storage 23
4.2.1 Overview 23
4.2.3 Activity 24
4.3 Hard Disks 24
4.3.1 Overview 24
4.3.3 Activity 25
4.4 Optical Disks 26
4.4.1 Overview 26
4.4.3 Activity 26
4.5 Other types of secondary storage devices: Flash and Solid-state memory,
Smart cards and Online secondary storage. 27
4.5.1 Overview 27
4.5.3 Activity 28
4.6 Future developments in processing and storage 28
4.6.1 Overview 28
4.6.3 Activity 28
4.7 Conclusion 29
LEARNING UNIT 5: THE THEORY OF INFORMATION TRANSFER, INFORMATION SYSTEMS AND
COMPUTER-BASED INFORMATION SYSTEMS 30
5.1 Introduction 30
5.2 Introduction to Information Transfer 30
5.2.1 Overview 30
5.2.3 Activity 31
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5.3 Methods of Information Transfer 32
5.3.1 Overview 32
5.3.3 Activity 34
5.4 The Process of Information Transfer 34
5.4.1 Overview 34
5.4.3 Activity 36
5.5 Information Systems 36
5.5.1 Overview 36
5.5.2 Definition 36
5.5.3 Types of information systems 36
5.5.4 Characteristics of information systems 38
5.5.6 Activity 38
5.6 Computer-based Information Systems 39
5.6.1 Overview 39
5.6.3 Activity 40
5.7 Conclusion 40
LEARNING UNIT 6: THE INTERNET AND THE WORLD WIDE WEB 41
6.1 Introduction 41
6.2 Origins and definitions of the Internet and the World Wide Web 41
6.2.1 Overview 41
6.2.3 Activity 42
6.3 Access 43
6.3.1 Overview 43
6.3.3 Activity 43
6.4 Structure of the Internet 44
6.4.1 Overview 44
6.4.3 Activity 45
6.5 The World Wide Web 45
6.5.1 Overview 45
6.5.3 Activity 46
6.6 Web Search Tools 46
6.6.1 Overview 46
6.6.3 Activity 47
6.7 Communication 47
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6.7.1 Overview 47
6.7.3 Activity 48
6.8 Electronic Commerce 48
6.8.1 Overview 48
6.8.3 Activity 50
6.9 Conclusion 50
LEARNING UNIT 7: COMMUNICATIONS AND NETWORKS 51
7.1 Introduction 51
7.2 From the Analogue to the Digital Age 51
7.2.1 Overview 51
7.2.3 Activity 52
7.3 Networks 53
7.3.1 Overview 53
7.3.3 Activity 54
7.4 Wired Communications Media 55
7.4.1 Overview 55
7.4.3 Activity 56
7.5 Wireless Communications Media 56
7.5.1 Overview 56
7.5.3 Activity 57
7.6 Cyber threats, Hackers and Safeguards 57
7.6.1 Overview 57
7.6.3 Activity 58
7.7 Conclusions 58
LEARNING UNIT 8: HE IMPACT AND EFFECT OF INFORMATION AND COMMUNICATION
T
TECHNOLOGY ON SOCIETY 59
8.1 Introduction 59
8.2 Truth issues: Manipulating digital data 60
8.2.1 Overview 60
8.2.3 Activity 60
8.3 Security Issues: Threats to computers and communication systems 61
8.3.1 Overview 61
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8.3.3 Activity 61
8.4 Security: Safeguarding computers and communications 62
8.4.1 Overview 62
8.4.3 Activity 62
8.5 Quality of life Issues: The environment, mental health, child protection and
the workplace 63
8.5.1 Overview 63
8.5.3 Activity 64
8.5.4 Feedback 64
8.6 Economic and Political issues: Employment and the digital divide 65
8.6.1 Overview 65
8.6.3 Activity 65
8.7 Computer ethics 66
8.7.1 Overview 66
8.7.3 Activity 66
8.7.4 Feedback 66
8.8 Conclusion 67
LEARNING UNIT 9: THE ‘NEW INTERNET’/WEB 2 AND OTHER TECHNOLOGICAL
DEVELOPMENTS 68
9.1 Introduction 68
9.2 Telephony: Internet telephone and videophone 69
9.2.1 Overview 69
9.2.3 Activity 69
9.3 Multimedia on the Web 70
9.3.1 Overview 70
9.3.3 Activity 70
9.4 Webcasting, Blogging, RSS and Podcasting 70
9.4.1 Overview 70
9.4.3 Activity 71
9.5 Wikis and Wikipedia 72
9.5.1 Overview 72
9.5.3 Activity 72
9.6 Web 2.0 and the Social Web 73
9.6.1 Overview 73
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9.6.3 Activity 74
9.7 E-book Readers 74
9.7.1 Overview 74
9.7.3 Activity 75
9.8 Smartphones 75
9.8.1 Overview 75
9.8.3 Activity 75
9.9 Other technological developments of which to take note 76
9.9.1 Overview 76
9.9.2 South African ICT projects: telecentres, digital villages, multipurpose
community centres (MPCCs) 76
9.9.3 The “open source” debate 76
9.9.4 Web 3.0 76
9.10 The Fourth Industrial Revolution 77
9.10.1 Overview 77
9.11 Conclusion 78
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PREFACE
i. Welcome
Dear Student
On behalf of the Department of Information Science, we welcome you to the module

INS2701 – Information and Communication Technologies for Information Science. This is
a semester module that carries 12 credits towards your qualification. We would like you
to share in our enthusiasm for this field of study, so we urge you to read this overview
thoroughly.
The nature of this subject field makes it necessary to explain a number of technical
concepts in order for you to understand the content of this module. Our aim is not to
make technicians of you, but to make you users and information professionals who know
how to use information technology in information retrieval, storage and transfer. It is
important to draw your attention to the fact that the computer world is developing so
fast that it is nearly impossible to keep abreast of the latest developments.
We are living in a digital age where information and communication technologies (ICTs)
play a role in our everyday lives.
As Williams and Sawyer (2015:4) say, “Information technology affect almost all aspects of
our lives, including education, health, finance, recreation and entertainment, government,
jobs and careers, and your personal life”.
Can you remember that a few years ago the computer was a device you used, seated
at your desk? Now, in the 21st century with the speed of technological developments,
technology is mobile, and experts predict the web will become seamlessly integrated
into our lives. Michael Saylor, author of The Mobile Wave (2012:211) writes, “Mobile
computing….. will be the catalyst that brings society the most dramatic changes of the
Information Revolution.”.
As future information professionals, you must be aware of the latest trends and technologies.
Because the computer world is developing so fast, some content of this study guide will
become outdated by the time it is published or even as it is written now. For this reason,
lifelong learning, or the continuing, intentional, and self-motivated search of knowledge
for personal and/or professional reasons is crucially important for all.
ii. Purpose of this module
The purpose of this module is not to make you computer experts, programmers or systems
analysts, but to:
• Acquaint you with the field of information systems/ICT.

• Indicate general trends of development in this field.
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• Discuss how we as information professionals can use computers to store, retrieve,
present and transmit information.
• Understand the impact that ICT has on our society.
The computer has become a common piece of equipment in most organisations and
private homes. It is therefore essential for you as a student of Information Science to possess
a certain level of computer proficiency, since computers, especially microcomputers, have
become important tools for storage, transmission and retrieval of information.
I would also like to remind you that, as this is a fast-developing field, the content of this
study guide reflects the incomplete state of information technology at the beginning
of 2019. Changes and new information technologies will have been introduced by then.
The bibliography at the end of the study guide merely gives an indication of a few sources
dealing with information and communication technologies. The content of this study
guide will be enhanced and updated by references to additional reading matter, which
will be supplied to you in tutorial letters in the 100 series. Use these additional resources
to complete your assignments and prepare for the examination.
In the module, End-user computing (EUP1501), you were introduced to the basic principles
of computer technology. Specifically, you were introduced more to topics such as basic
principles of computer technology, using computers, managing files and word processing.
INS2701 will build on skills and knowledge acquired previously in the above-mentioned
module.
iii. Learning outcomes
The module is designed to provide you with an introduction to information and

communication technologies for Information Science.
After completion of the module, you should be able to:
• Demonstrate an understanding of information technology development

• Evaluate the concepts of recording, symbolisation, coding and information storage
in terms of Information Science.
• Analyse the concepts of information transfer and information systems.
• Determine the concepts of connectivity of information technologies in the field of
Information Science.
• Analyse the impact and effect of information and communication technologies on
society.
iv. Prescribed book
The prescribed book for this module is:
Williams, BK & Sawyer, S. 2015. Using information technology: A practical introduction to

computers & communications. 11th edition. McGraw-Hill: New York.
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Note
If not stated otherwise, all the page references in your study guide refer to page numbers
in your prescribed book.
In most of the study units we refer you to the prescribed book for reading and completing
activities. The reading activities must be seen as guided reading. You should be able to
answer the questions after reading the identified paragraphs.
At the end of each chapter in your prescribed book there are summaries, which summarise
the major concepts covered in that chapter. Exercises follow the summaries. The purpose
of these exercises is to reinforce your knowledge of the chapter content. There are also
web exercises at the end of each chapter, which you can use for discussions on myUnisa.
Each chapter also highlights career opportunities in information and communication

technologies.
Hands-on learning tools are also incorporated in each chapter of the prescribed book
with the aim of
• assisting you to search for additional information on the web

• providing you with tips and advice on various issues
• providing you with special interesting topics that you can explore further
Each chapter concludes with a brief discussion of recent technological advancements.
An online learning centre is available at www.mhhe.com/uit11e, to provide you with

additional learning opportunities.
Please use your prescribed book together with your wrap-around study guide to master
the content of this module.
v. Conclusion
Enjoy the challenge of taking an active part in acquiring new skills through this module.
We learn best when we enjoy what we are doing.
We wish you success in your studies!
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LEARNING UNIT 1
INFORMATION AND COMMUNICATION TECHNOLOGY
IN PERSPECTIVE
CONTENTS
1.1 Introduction
1.1.1 Defining information
1.1.2 Defining technology
1.1.3 Defining information and communication technology
1.2 Information Technology and your life
1.2.1 Overview
1.2.2 The two parts of IT: Computers and communications
1.3 Where is Information Technology headed
1.4 Conclusion
LEARNING OUTCOMES
By the end of this study unit, you should be able to:

• Define the concept of “information and communication technology” and relate it to
the Information Science environment.
• Describe how IT is used in the fields of education, health, finance, leisure, government,
job seeking and career enhancement.
• Discuss the three directions of computer development, namely miniaturisation, speed
and affordability.
• Discuss the three directions of developments in communications, namely connectivity,
interactivity, and multimedia.
1.1 INTRODUCTION
The purpose of this study unit is to provide you with background information on the topic
of information and communication technologies (ICTs) for Information Science. The study
unit will further reflect on the reasons why knowledge of ICT in Information Science is
important. Furthermore, you will learn how it influences education, health, money, leisure,
government and careers, and what the three directions of computer development and
communications development are.
For you to understand information and communication technology, we must first define
information, technology and the combined concept of information and communication
technology.
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1.1.1 Defining information
Many misperceptions exist today about the relationship between technology, data,
information and knowledge. The computer, various software applications, and particularly,
the Internet are frequently associated with data, information and knowledge.
We agree that these technological methods are unquestionably means for fast and effective
access to data. Software packages and communication services allow the accessing,
retrieving, transformations, visualisations, and other operations on data. Therefore, before
trying to capture the relationship between information, knowledge and technology, the
terms information and knowledge must be clarified.
Because information is intangible, it is difficult to define. However, it does have two basic
characteristics:
• Firstly, information is constructed from data. Data are bits or fragments of externalised
awareness, which can, when placed in context, acquire meaning and constitute
information. It is because data can be manipulated that information can be processed
(modified, rearranged, changed and so forth).
• Secondly, information can be communicated or transferred to other people by various
methods.
According to Secundo (2002:241), “Knowledge and information are two totally different
concepts that now seem, quite frequently, to be presented as synonyms. Knowledge is
internalised information. In other words, it is integrated within the person’s cognitive
structures. If there is no person, there can in no case be knowledge.”
People construct and increase their knowledge by assimilating information. With the aid
of information, human beings can organise their environment to their advantage and
cope with changes that occur in their environment.
1.1.2 Defining technology

We use the term “technology” almost every day. But what does it really mean? According
to Williams and Sawyer (2015:4), technology is the practical application of knowledge
and the use of techniques in productive activities. This definition reflects a sociological
concern with technology as a social product, which incorporates both the “hardware”
of human artefacts such as tools and machines, and the knowledge and ideas involved
in different productive activities.
The term “technology” is derived from the Greek “techne”, meaning a skill or an art. The
suffix “-logy” is from the Greek “logos”, meaning “word, reason, discourse” (Collins English
Dictionary 1998:912), and has evolved into the meaning of science or knowledge.
The Oxford Dictionary of Philosophy (1994:373) defines “technology” as “The knowledge

of how to do things and make things”.
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If we consider all the above explanations, we may conclude that technology can be seen
as the science of production, (of how to make things), or as technical skills based on both
non-scientific and scientific knowledge, and on the influence of technology on society.
There are two important points that we wish to stress here.
Firstly, there is an interaction between science and technology and the theoretical and
practical components of science and technology. Technology does not need science to
develop. For example, the San of South Africa developed their arrows when they knew
little or nothing about aeronautics, aviation or wind tunnels. Yet these arrows are still in
use today.
However, it is also true that today technology cannot develop without scientific research.
The computers we use are a product of the latest scientific research into display screens,
electronic or integrated circuits, optical technology such as lasers, and so forth. Science
is used to solve technological problems for society. For instance, we use aeroplanes to
transport large numbers of people or goods quickly over a long distance or super-fast
trains to do the same. Seen from this angle, there is a tendency to regard technology as
applied science.
Theory and practice and their relationship are also important. Although technology may
seem to comprise only various skills, and sometimes what we may refer to as the lower
skills (those “mechanical skills” which are said to require little or no cognitive skill), we
should keep in mind that the Greek word “techne” also means art. Art involves skills of
a higher order (cognitive skills such as thinking, analysis and synthesis). These cognitive
skills are used to investigate and understand phenomena. They also use the knowledge
gained to create or develop new technologies and to improve existing ones.
If we return to the San arrow example, theoreticians could investigate and explain the
basic theory behind the effective performance of the arrow. After investigation, they
could then develop a theory on how to improve it. For instance, they could suggest a
smaller arrowhead. Theoreticians could test their theory and if it worked, that arrow would
perhaps travel 100 metres instead of 50 metres. This means that the San could now hunt
with more ease and success than before (Theron 2004:4).
Secondly, technology influences society in foreseen and unforeseen ways. If we improve

the San arrow, we may foresee that the San will be able to hunt better and consequently,
eat better and improve their quality of life. But, improved weapons may also have an
unforeseen effect. The ability to kill more easily and successfully could disrupt the complex
balance of resources in nature. For example, if too many buck died, lions would be left
with a meagre food source. This meagre food could lead to starvation among the lions,
and they might even become man-hunters. This complexity is why our first definition
stresses the human element in technology so prominently.
1.1.3 Defining information and communication technology

Based on the above definitions, information technology can be seen as the application
of technology to information.
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This can be done in many ways through storing, preserving or communicating information.
Information is usually communicated as information records. An information record can
take any physical form and consists of a medium and a message.
The concept of information and communication technology, thus, comprises all the
techniques, methods and tools used to collect, store, preserve, process, disseminate and
use information. It also includes all types of information records.
Information technology (IT) is thus a general term that describes any technology that
helps produce, manipulate, store, communicate, and/or disseminate information.
As mentioned earlier, Williams and Sawyer (2015:4) state that “Information technology
affects almost all aspects of our lives, including education, health, finance, recreation
and entertainment, government, jobs and careers and your personal life.” In addition,
the concept of information technology implicitly acknowledges the importance of
information itself as a social, economic and political resource. Information technologies
are progressively being recognised as vital to the economic growth and global inclusion
and participation of developing countries within the information society. The influence
of information technology on society, societal institutions and social agencies is also
included. Finally, information technology acknowledges the fact that human beings use
and control information for purposes of cultural enrichment, as a social memory, and
for social and economic advancements. It is also used to produce food, artefacts, new
knowledge and to make money (Theron 2004:5).
Information technology includes all areas of information handling. It covers all the
means and media that have been developed over the years to record or capture, store
and communicate information (language, script, writing materials, clay tablets and
papyrus scrolls, printed books; and electromechanical, electronic, magnetic and optical
media). The long chain of inventions from cuneiform script on clay tablets to computer-
based information media indicates humankind’s need for accurate, efficient and quick
communication of information. This refers back to our discussion of technology that can be
based on non-scientific or pre-scientific knowledge. The quill pen, paper and ink are just
as much part of information technology as the most modern computer or video camera.
New information technologies usually complement existing technologies that are in

use and only rarely do they completely replace older forms. For instance, have sound
recordings replaced writing as a means of recording information? The total replacement
of an older information technology almost always occurs very gradually.
However, these days, there is an increasing trend for newer technologies to absorb older
ones. This usually happens when the particular application or applications of the older
technologies remain in demand, but their supporting structure and implementation
methods have become cumbersome, uneconomical and outdated.
A good example of this is the Smart Cellphone that has in many instances replaced
technologies such as MP3 players, GPS devices, digital cameras, etc. Integrating older
technologies with more advanced technologies expands and enhances their original
function; and this means they can meet new social demands.
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With the development of information technology, new production techniques and new
products are continuously being introduced. New technologies do not only compete
with old technologies, but also with one another. Today, the focus is on improving the
relationship between cost of the technology and its performance so as to benefit the
user. New tools for creating, storing, processing, retrieving, displaying and transmitting
all the components of information, such as data, text, graphics, sound and video, are
constantly being developed and improved.
The next section defines the components of information technology (IT). The section
also describes how the education, health, finance, leisure, government, job-seeking and
career enhancement fields use IT.
1.2 INFORMATION TECHNOLOGY AND YOUR LIFE
1.2.1 Overview
As we already discussed, information technology (IT) is a general term that describes any
technology that helps to produce, manipulate, store, communicate, and/or disseminate
information. IT merges computing with high-speed communication links carrying data,
sound, and video. Examples of information technology include personal computers but
also new forms of telephones, televisions, appliances, and various handheld devices.
1.2.2 The two parts of IT: Computers and communications

There are two important parts to information technology, namely computers and
communications technologies.
Computer technology
A computer is a programmable, multi-use machine that accepts data – raw facts and
figures – and processes, or manipulates it into information we can use.
Its purpose is to speed up problem solving and increase productivity.
Communications technology
Communications technology, also called telecommunications technology, consists

of electromagnetic devices and systems for communicating over long distances.
Examples are telephone, radio, broadcast television, and cable TV. It is also communication
between computers which is what happens when people “go online” on the internet.
Online means using a computer or some other information device, connected through a
network, to access information and services from another computer of information device.
IT penetrates just about all spheres of life. Education, health, money, leisure, government
and careers are discussed in your prescribed book.
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1.2.3 Reading activity:
Read the following section in your prescribed book (Williams & Sawyer (2015: p4–13)
attentively to answer the following questions:
(a) Define computer technology and communications technology.
(b) Describe how information technology is being used in education.
(c) How are computers being used in health and medicine?
(d) Describe the cashless society.
(e) Describe how information technology is helping governments to deliver services
and how it is affecting political activism.
(f) How will jobs and careers be affected by information technology?
(g) What role are computers playing in our personal lives?
1.3 WHERE IS INFORMATION TECHNOLOGY HEADED?
1.3.1 Overview
In your prescribed book on pages 34–37 the future of IT, focusing on the following
developments in computers and communications are discussed.
Computers are headed in three basic directions, miniaturisation, faster speeds, and greater
affordability, and communications are improving connectivity, interactivity and support
of multimedia.
Developments in computers Developments in

communications
Miniaturisation Connectivity
Speed Interactivity
Affordability Multimedia
Information technology systems have moved away from stand-alone personal hardware to
more extensive networked and smaller devices as well as the use of massive online storage.
According to Williams and Sawyer (2015: 36), convergence describes the “combining
of several industries through various devices that exchange data in the format used
by computers. These industries are computers, communication, consumer electronics,
entertainment and mass media.” Convergence has led to electronic products that perform
multiple functions such as TVs with internet access, cellphones that are also digital cameras,
etc. Convergence has led to five additional developments:
1. Portability
2. Personalisation
3. Collaboration
4. Cloud computing
5. “Big Data” and Artificial Intelligence
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1.3.2 Reading activity
Read the section in your prescribed book by Williams & Sawyer (2015:p 34–37) attentively
in order to answer the following questions:
(a) Discuss the three major trends in computers.
(b) Name the five developments growing out of the convergence of computers and
communications.
(c) What is the basic meaning of cloud computing?
1.3.3 Activity
(i) Write a paragraph on cloud computing.
1.3.4 Feedback on the activity
You will find the response to this activity on page 37 of your prescribed book.
1.3.5 Extra activity

Watch the following wide-ranging, thought-provoking TED talk, where Kevin Kelly muses
on what technology means in our lives – from its impact at the personal level to its place
in the cosmos.
https://www.ted.com/talks/kevin_kelly_tells_technology_s_epic_story?language=en
After watching the video, please answer the following question:
• Explain what the significance of technology in your own personal life is.
1.4 CONCLUSION
In this study unit, we tried to give you a perspective on the theoretical issues of information
and communication technology. In study unit 2, we will explore the different kinds of
computers, hardware and software.
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LEARNING UNIT 2
UNDERSTANDING YOUR COMPUTER
CONTENTS
2.1 Introduction
2.2 How computers work: Three key concepts
2.3 Different kinds of computers
2.4 Computer Hardware
2.5 Computer Software
2.6 Conclusion
LEARNING OUTCOMES

• Describe the three fundamental principles of how computers work.
• Describe the different types of computer hardware.
• Distinguish between system software and application software.
• Identify types of computers.
2.1 INTRODUCTION
The purpose of this study unit is to provide you with an overview on how computers work,
different kinds of computers, hardware and software.
Computers are part of our lives and as future information specialists, you will use a
computer almost every day. Therefore, it is important that you understand its basic parts.
By now you must be familiar with computer hardware and software as you should have
completed the End-User Computing (EUP1501) module. This study unit is to refresh your
memory and we will only briefly explore the principles of how computers work, different
kinds of computers, hardware and software. It is necessary that you understand this as
it is the foundation for the rest of the module.
2.2 HOW COMPUTERS WORK: THREE KEY CONCEPTS
2.2.1 Overview
What do you think are the three fundamental concepts you should understand about
how a computer works? The first concept is that the purpose of a computer is to turn
data into information. The second concept that you must understand is the difference
between hardware and software – each have their own functions. The third concept is
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the basic operations of a computer, namely that all computers involve input, processing,
storage and output (plus communications).
Definition of a computer
According to Williams and Sawyer (2015:28), a computer is “an electronic machine that
can process information automatically and according to the particular instructions given
to it. It does the processing by means of hardware (the physical apparatus of a computer
system) and software (the sets of instructions, better known as programs, which control
the various hardware devices when these devices perform the necessary computing tasks)”.
Regardless of type and size, all computer use the same five basic operations:
1. Input
2. Processing
3. Storage
4. Output
5. Communications

Read the section in your prescribed book (Williams & Sawyer 2015: p 27-28) attentively
to answer the following questions:
(b) Name and describe the three fundamental principles regarding how a computer
works.
(c) Name the difference between hardware and software.
(d) Discuss the difference between data and information.
(e) Discuss the five basic operations of a computer.
2.2.3 Activity
(i) Draw a mind map of the basic operations of a computer. (You may use figure 1.7
on page 29 of the prescribed book as a guideline.)

A mind map is a graphical representation of a subject to show the links between concepts.
If you have represented all the parts of an information system in your mind map, it means
you have interpreted the activity correctly.
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2.3 DIFFERENT KINDS OF COMPUTERS
2.3.1 Overview
When the alarm wakes you up in the morning, you jump out of bed and go to the kitchen
where you put on the coffee maker. You probably check your smartphone. After using your
electronic toothbrush to brush your teeth, you put a bagel in the microwave and then pick
up the TV remote and click on the TV to catch up on the news.
Although you haven’t yet touched your personal computer, you have already dealt with
at least seven computers. All these appliances rely on tiny computers or chips called
microprocessors.
It is often stated that machine technology strengthened and expanded the muscle
power of humans. Machine technology helped us to move bigger objects, travel faster
and reach heights that could never be humanly possible without this help. Computers
and telecommunications technologies duplicate what machine technology is doing for
us. These technologies, or IT, are seen as extensions of our brain or mind power. IT has
given rise to sophisticated information processors that can do complicated calculations,
process large amounts of data, store information and retrieve them at great speed.
By using computers humans are able to reach mental heights that were not possible
before. However, keep in mind that it is still human minds that design and program these
computers. Computers can be classified according to their processing power.
There are five basic computer sizes: Supercomputers, Mainframe computers, Workstations,
Microcomputers and Microcontrollers and we also consider a sixth size, namely Servers.

Read the section in your prescribed book (Williams & Sawyer 2015: p 22–26) attentively
(a) Name five sizes of computers.
(b) Distinguish between clients and servers.
(c) Discuss different kinds of microcomputers.
2.3.3 Activity
(i) “Soon, nanotechnology may replace supercomputers. Nanotechnology consists of
molecule-size nanostructures, which can be used to create tiny machines for holding
data or performing tasks” (Williams 201:23). Do you agree with this statement? Do a
web search to find information on the subject. Start a discussion on myUnisa with
your fellow-students on nanotechnology.
To assist you with this discussion, please watch the following TEDx talk by Timothy
Hanks on nanotechnology: https://www.youtube.com/watch?v=k02DC7K52Ek
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You will first have to define nanotechnology, before discussing. Please first register on
myUnisa at https://my.unisa.ac.za and then go to discussions at the INS2701 page and post
your discussion there.
2.4 COMPUTER HARDWARE
2.4.1 Overview
According to Paul Zandbergen (2019), computer hardware is “the collection of physical
parts of a computer system. This includes the computer case, monitor, keyboard, and
mouse. It also includes all the parts inside the computer case, such as the hard disk drive,
motherboard, video card, and many others. Computer hardware is what you can physically
touch”. Hardware consists of all the machinery and equipment in a computer system.
This section of the study unit gives you a brief overview of the components which are all
covered in detail in the prescribed book, chapters 2–6. With regard to computer hardware,
the following types will be discussed:
• Input hardware
• Processing and memory hardware
• Storage hardware
• Output hardware
• Communications hardware

Read the relevant section in your prescribed book (Williams & Sawyer 2015: p 28–33)
(a) Name input hardware.
(b) Name processing and memory hardware.
(c) Describe storage hardware.
(d) Describe output hardware.
(e) Name communication hardware.
2.4.3 Activity
(i) Describe the physical equipment of a typical desktop system.
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If you included the following parts in the description, your answer is correct: monitor, system
unit, CD and/or DVD drive, keyboard, mouse, speakers and printer.

Watch the following wide-ranging, YouTube video on Computer Hardware Basics. https://
www.youtube.com/watch?v=ctAVC2JwEwI
After watching the video, please answer the following questions:
• What supplies power to the system board and other components?

• What type of cable is the blue cable?
2.5 COMPUTER SOFTWARE
2.5.1 Overview
Software consists of sets or sequences of instructions, better known as programs. These
programs control the various hardware devices to perform the required computing tasks.
Without software, computers would be totally inert objects. By following the instructions
for different types of programs, a computer can perform different tasks. Computer software
can be divided into two categories, namely system software and application software.

Read the relevant section in your prescribed book (Williams & Sawyer 2015: p 33–34)
(a) Describe system software.
(b) Describe application software.
2.5.3 Activity
(i) You must now be able to identify the application software in your workplace. List
all the application software packages that are used in your workplace. If you are
not currently employed, make a list of all the application software packages with
which you are familiar.

Application software includes word processor packages, for example MS Word.
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2.6 CONCLUSION
An overview of how computers work, different kinds of computers and computer hardware
and software were discussed in this study unit. In study unit 3, the theory of information
storage will be discussed along with related concepts such as symbolisation and coding.
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LEARNING UNIT 3
THE THEORY OF INFORMATION STORAGE
CONTENTS
3.1 Introduction
3.2 Information Storage
3.3 Development of Information Storage and Storage Media
3.4 Symbolisation
3.4.1 Systems of symbolisation
3.5 Conclusion
LEARNING OUTCOMES

• Critically discuss the concepts of information storage, symbolisation and coding.
3.1 INTRODUCTION
The purpose of this study unit is to introduce you to the theoretical concept of information
storage and related concepts of symbolisation and coding. Firstly, we will discuss the
concept of information storage in general. Secondly, we will give a short overview of
the development of information storage methods and finally, we will discuss the related
topics of symbolisation and coding.
3.2 INFORMATION STORAGE
3.2.1 Overview
Information storage is defined as “storing data in a form which allows it to be processed
at a later date” (Collins Dictionary of Information Technology 1987:106). (For the purpose
of the definition, data is regarded as synonymous with information and processing to
include reading and other uses of information.)
This broad definition includes all kinds of information storage. Therefore, clay tablets,
parchment or printed codices, video tapes and computer hard disks are all regarded as
forms of information storage devices.
There is also a second important part to the definition and that is the data stored in a
form that can be processed at a later stage. This means that information storage has a
preservation function; information is preserved to be processed (used) at a later stage.
14
This implies that the information needs retrievable systems, which will help to retrieve it
after storage. Retrieval techniques form an integral part of studying information storage.
For processing information, it should be stored on or in a medium where it can be stored

permanently (theoretically, forever) or at least until it is processed. Therefore, information
storage materials should be strong, almost indestructible, easy to store information on,
reusable and easy to use.
In this study unit, we will briefly discuss some recording materials, but the emphasis will
be on computerised information storage media.
Information storage also implies that information should be stored in a reusable form. This
form must allow the information processor to recognise the information and process it.
This information storage process usually consists of the following three steps:
Step 1. The information is recorded by an instrument or apparatus on the information

storage medium. This instrument or apparatus may be a pencil, ballpoint pen, camera,
video camera, scanner, painter’s brush, etc.
Step 2. The information is recorded in a certain code (in a language or as pictures). This
process usually involves transforming the code. For instance, spoken language is turned
into written language when it is written down; a military battle is recorded as photos or
paintings; or human speech is stored in a computer memory in machine language. In
most instances, step 2 occurs simultaneously with step 1 and to a certain extent they are
artificially separated here.
Step 3. The information is retrieved for processing, for instance to read it. This form
of retrieval from information storage is retrieval in the sense that it is not the physical
text that is retrieved as such (it forms part of it), but rather the data or information from
storage that can, or has the potential to, transmit information or to inform. In this instance,
we are concerned more with the content or meaning of the recorded information. This
information must be in a form (code) which the user will be able to process. If I can only
read English, a German language record will be useless to me. Also, a printed book will
be of no help to me if I am blind. If a letter is written in Chinese script and I only know
the Western alphabet, I will not be able to read it.
An integral part of step 3 can also involve the transformation of one code to another.
A written text can be read out loud to a group of listeners and thus the written text is
changed into spoken language again. This process can also be identified as a separate
step. For the purpose of the present discussion, we shall keep it as part of step 3.
It is also important to remember that after information is processed the results of the
processing can be recorded again and stored again for later processing.
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Attentively read the preceding overview (3.2.1) to answer the following questions:
(a) Define information storage.
(b) Discuss the three steps of the process to store information.
3.2.3 Activity
Write a paragraph on the importance of information storage.

You must firstly define information storage. The following aspects must be mentioned in
the paragraph:
• information must be stored in a reusable way
• permanency of storage
• retrieval systems to reuse stored information
Thereafter, you can explain the importance of information storage in today’s modern society.
3.3 DEVELOPMENT OF INFORMATION STORAGE AND

STORAGE MEDIA
3.3.1 Overview
Information storage forms part of the broader field of study of communication and more
specifically human communication. The earliest humans had no language and used
gestures and body language to communicate with one another. The first important
breakthrough in human communication was the development of language. Since humans
are social beings, this led to better communication, development of skills and improved
information storage. Communities were known as oral communities and the period of
orality is one of the longest periods in human history.
In oral communities and societies, information was stored in different ways; people
relied on incisions in a stick, knots in pieces of twine and on their memories. Certain wise
men remembered the history of the community, their kings, disasters, good times, and
so forth, and they were able to recite this history. This total memory is called “social or
collective memory”.
It should be clear to you that this can be a fragile and unreliable social memory. The people
preserving the memory could, for instance, be wiped out in a disaster and the community
16
would then lose its history. An oral social memory is also dynamic, constantly changing
and can be termed “unreliable”. This point is debatable and we shall not discuss it further
in this study unit. However, the biggest disadvantage was the fact that information could
only be communicated within the range of the human voice.
To overcome these shortcomings people living in villages (they were no longer nomadic)
tried to develop systems to record information more accurately, in a transportable and
perhaps more standardised form. Writing and writing systems (scripts) were invented in
many parts of the world. These systems generally followed a set pattern.
The first attempts at writing were to draw pictures of images (the sun, humans, etc.). This
phase of development is known as pictography. Then the need to present ideas such as
love or beauty arose. For instance, the sun could be used to indicate happiness, wellbeing
and so forth. This form of writing is known as ideography. More sophisticated systems
were developed but we shall not discuss them here.
In Mesopotamia (part of present-day Iraq) cuneiform writing was developed. In Wikipedia,

the free encyclopaedia, there is a well-written article on cuneiform writing, the web
address is: http://en.wikipedia. org/wiki/Cuneiform script
Figure 3.1
Example of cuneiform script
(Yourdictionary.com, 2019)
In Egypt there was what was termed hieroglyphics while the Incas of South America also
developed a writing system. Conduct a search on the internet to find out what the name
of this writing system of the Incas is.
Alphabetic writing was developed in the Middle Eastern countries. The basic principle
of the alphabet is that a single symbol presents a single sound. (In actual usage this
never really happens – just think of how many different sounds the letter “a” conveys, for
instance.) This is known as phonetic writing. This means that I have to know a limited
number of letters or symbols, which I can combine in an infinite number of combinations
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to write down ideas, events and so forth. The Western European alphabet that we use has
only 26 letters or symbols; yet we can use it to write a study guide or to write in English,
isiZulu, Northern Sotho, Afrikaans or French.
Writing influenced society in many ways. It is regarded as the beginning of civilisation,

the start of history and of sciences such as mathematics. It also made the distribution
of information over a wide geographical area possible. The Roman Empire, for instance,
would perhaps never have developed were it not for the power of writing.
The next breakthrough in human communication was the invention of printing with
movable type by Johan Gutenberg in Mainz, Germany, in about 1450. Printing made
possible the mechanical production of large numbers of identical texts. Information was
now disseminated faster and over wider geographical areas. A book printed in England
could make an impact not only there but also in South Africa, India, Australia and the USA.
Watch the following YouTube video to see a beautiful working replica of the Gutenberg
printing press found at the Crandall Printing Museum in Provo, Utah. The museum includes
the most complete working printing museum in the world: https://www.youtube.com/
watch?v=yeikqw0kyqI
The influence of printing was and still is very important. Printing established modern
science, made the Reformation possible, led to the replacement of Latin by vernacular
languages, which eventually helped to create nation-states and so forth. Printing influenced
our way of thinking – think of the presentation of information in a linear way, and so
on. The way the world looks today is still largely a result of the invention of printing.
The development of the telegraph and telecommunication in the 19th century and
computers in the 1940s and 1950s were even more important breakthroughs in human
communication and information storage.
We should briefly mention the materials on which information has been stored from
historical times. In Mesopotamia it was clay, in Egypt papyrus, in Asia Minor and Europe
parchment and in China paper. Then paper became the most important material for the
storage of information and has been so until today.
Other information storage materials were developed in the 19th and 20th centuries, such
as photographic film, magnetic tape and optical records.
Telecommunication, and particularly the convergence of telecommunication and

computers, similarly influenced information storage. Information storage can now be
decentralised and information is more easily stored and retrieved.

Attentively read the preceding overview (3.3.1) to be able to answer the following
question:
(a) Discuss the development of systems to record information from oral communities
to the invention of printing.
18
3.3.3 Activity
(i) Write a paragraph on the influence of the invention of printing on modern society.

Three important points to include in the paragraph are:
• establishment of modern science
• linear presentation of information
• dissemination of information

Watch the following interesting YouTube video on how the ancient Egyptians made
papyrus:
https://www.youtube.com/watch?v=gpMmaBw5ZLU
• Where do papyrus plants grow?

• In what type of pattern are the supple strips laid out?
3.4 SYMBOLISATION
3.4.1 Overview
Before information can be recorded on any type of medium, it must be represented by
signs and/or a system of symbolisation. Depending on the type of information to be
recorded, different systems of symbolisation can be used. This is what we discussed in
3.2.1 as steps 2 and 3. In this section, we will discuss symbols and systems of symbolisation.
The systems of symbolisation we are discussing include alphabetical, numerical,

alphanumerical, and analogue and digital coding. An understanding of digital coding
is essential, since it is the system of symbolisation used for recording information on all
types of computer storage media.
Digital coding is also gradually replacing the older systems of symbolisation because
information is increasingly presented in digital format and digital storage media are
developed accordingly.
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3.4.2 Systems of symbolisation
As soon as knowledge is stored outside the human mind, it requires a particular system
(also called a “code”) that will enable people to record and retrieve this information. All
systems used for capturing information are based on the use of symbols.
These symbols must be based on a convention, in other words everybody must agree
to and understand their accepted meaning. When used for recording information, a
symbol can be defined as a perceptible sign, for instance a numeral or a letter, to which
society has given a particular meaning. For example, most people know that the sign
“4” is a numerical symbol that denotes a quantity of four things. Similarly, literate people
know that the sign “s” usually denotes a hissing sound that forms part of a spoken word.
There are also other systems of symbolisation besides numerical and alphabetical systems.
Different systems of symbolisation are used according to the type of information to be
recorded, the purpose for which it is recorded and its subsequent applications.
Numerical systems
Numerical systems are used to denote quantitative meaning. Either Arabic numerals (1,
2, 3, etc.) or Roman numerals (I, II, III, etc.) can be used as symbols to specify particular
quantities. Numerical systems contain no symbols for denoting the sounds of a spoken
language.
The decimal system is an example of a numerical system, which expresses quantities in

multiples of 10. It is a positional system in which each symbol represents 10 times the value
of the one appearing to the right of it. The Arabic, Roman and decimal numeral systems
are all systems of symbolisation that are intended to be understood by ordinary people.
Alphabetical writing
Alphabetical writing systems use visual symbols (or tactile symbols in the case of Braille) to
represent the sounds making up a language. The Western alphabet, which is an example
of an alphabetical system, contains no separate symbols for quantities.
Alphabetical writing is linked to a specific language and if you do not know that specific
language, you cannot read or understand the text. But it is possible to recognise the
symbols in more than one language, for example, an “a” looks the same in English, isiZulu
or Afrikaans. However, since the letter “a” is pronounced differently in English, isiZulu or
Afrikaans you cannot read it if you do not know the language.
Alphanumerical systems
An alphanumerical system is simply a combination of numerical and alphabetical systems.

It is designed to represent the sounds as well as quantities making up a language. For
example, printed publications, including this study guide, use the alphanumerical system,
because they are intended to be read and literate people understand this system.
Numerical systems, alphabetical systems and alphanumerical systems cannot represent

illustrations or other types of visual images.
20
Binary systems
The word “binary” means “dual”, “two” or something that involves pairs. However, a
numerical system contains a total of 10 symbols (0–9) and the Western alphabet 26 (a−z).
A binary system uses two symbols (0 and 1) to express and record information.
The principle of using just two symbols to encode information is by no means new. In
the past, some African peoples used drum signals to send messages, by combining high
and low pitches. Australian Aborigines and some other hunter-gatherer groups in New
Guinea and South America counted in twos.
However, modern binary systems are based on alphanumerical systems. This means that
instead of denoting meaning by themselves, binary systems denote the numerals and
letters of alphanumerical systems. The two symbols of binary systems are combined in
groups of different patterns to denote numerals and letters.
Samuel FB Morse (1791–1872) devised the Morse code. This code is an example of a binary
system that denotes numerals and the letters of the alphabet, using a combination of
dots and dashes. Samuel Morse invented this system to send information in the form
of short and long electrical contacts over distances using the telegraph (which he also
invented). The Morse code can also be used with short and long light flashes or sounds.
For further information on how Morse code works, please watch the following YouTube
video: https://www.youtube.com/watch?v=xsDk5_bktFo
Another type of binary system for recording and transmitting information is the one
computers use. It is called the binary code. The binary code is based on two stable states,
namely present or absent. These two states are usually symbolised by the digit “1” (one),
representing a state of presence and by a “0” (zero) representing a state of absence.
In your prescribed book on pages 197–198, there is a short paragraph on binary coding
schemes. Please read it for your own background information.
Analogue and digital coding
We are all familiar with the kind of coding called analogue coding. The information
recorded by analogue coding is always based on some continuously varying value which
can be measured. One example of analogue coding is the fluctuations in pressure of the
air around us. This fluctuating pressure makes our eardrums vibrate in certain ways which
we then interpret as sound. Another example of analogue coding is the continuously
varying intensities and wavelengths of natural light, which we perceive as vision when
these are reflected onto the retina of our eye and transmitted to our brain by the optic
nerve for decoding and interpretation.
In the case of analogue coding, information is encoded in wave-like and time-varying

signals, which resemble the patterns of the phenomenon it represents. With the traditional
vinyl long-playing sound disc, for instance, the sound is recorded in a track which assumes
the same shape as the sound wave.
21 INS2701/1
Analogue coding is more efficient than digital coding for capturing graphics (e.g. drawings
and graphs) and images. However, one of the disadvantages of analogue coding is that a
computer cannot handle the information, unless it is first converted into digital coding.
Even when converted, graphics and images require a lot of storage space.
As explained previously, “digital coding” means that information (including text, sound,
graphics and images) is broken up into units that can be represented by binary digits, or
by on-off switches, and so forth. These days the storing of graphics and images (including
still video images and full-motion video) has become possible and viable owing to
the invention of successful data-compression and digitalising techniques (i.e. to store
information in digital compressed form).
We are now familiar with the system of symbolisation computers use to store and
transmit information. Therefore, we will understand better the types of information
media computers use.
The past two decades saw a convergence of storage and communications media technology
into one big indistinguishable grouping.

Attentively read the preceding overview (3.4.2) to answer the following question:
Name and discuss the systems of symbolisation.
3.5 CONCLUSION
The theory of information storage and related concepts of symbolisation and coding
was discussed. The last two decades saw a convergence of storage and communications
media into one big indistinguishable grouping. The computerised storage of information
will be discussed in study unit 4.
22
LEARNING UNIT 4
COMPUTERISED SECONDARY STORAGE DEVICES
CONTENTS
4.1 Introduction
4.2 Primary and Secondary Storage
4.3 Hard Disks
4.4 Optical Disks
4.5 Other types of Secondary storage devices: Flash and Solid-state memory, Smart
Cards and Online Secondary storage
4.6 Future developments in processing and storage
4.7 Conclusion
LEARNING OUTCOMES

• Distinguish between primary and secondary storage.
• Discuss optical disks, floppy discs and hard discs.
• Describe magnetic tape, smart cards, flash memory and online secondary storage.
• Discuss future developments in processing and storage.
4.1 INTRODUCTION
The purpose of this study unit is for you to understand where and how information is stored
in electronic format on computers, using different types of secondary storage devices.
You will understand the difference between primary and secondary storage, as well as
the different information storing mediums.
4.2 PRIMARY AND SECONDARY STORAGE
4.2.1 Overview
Primary storage, or memory, is the internal computer circuitry (chips) that temporarily
holds data waiting to be processed.
Secondary storage, simply called storage, refers to the devices and media that store data
or information permanently. Without secondary storage, users would not be able to save
their work. Storage also holds the computer’s software.
23 INS2701/1
The characteristics of secondary storage devices:
1. Large capacity
2. Portability
3. Durability
4. Cost
5. Non-volatility
A hard disk, CD/DVD, flash drive, smart cards and cloud storage are examples of secondary
storage.

Read the relevant sections in the prescribed book (Williams & Sawyer 2015: p 28, 30-
32, 43,221-232, 242) attentively as well as the preceding section (4.1.1) to answer the
following questions:
(a) Discuss five important characteristics of secondary storage devices.
(b) Distinguish between primary and secondary storage.
4.2.3 Activity
Complete the missing words in the following sentences:
(i) ______storage or____is the internal computer circuitry that temporarily holds
data waiting to be processed.
(ii) __________storage refers to the devices and media that store data permanently.
(iii) Secondary storage – as opposed to primary storage – is _____________, that is,
saved data and programs are ____________ or remain intact when the power is
turned off.

You will find the answers on pages 28 or 43 or 242 of your prescribed book.
4.3 HARD DISKS
4.3.1 Overview
Hard disks are thin but rigid metal, glass, or ceramic platters covered with a substance
that allows data to be held in the form of magnetised spots. The hard disk itself is a
magnetic disk, which the computer uses. Firstly, it stores both the operating system and
the applications software programs that the user has loaded. Secondly, the hard disk
serves as a place to store information files that the computer user had downloaded from
databases (when the computer is connected to a network) or documents or other types
24
of information the computer user created. For example, this study guide has been created
by means of a microcomputer. To do this, we loaded an operating system (Windows XP)
and a word-processing program (Word 97) onto its hard disk. The study units of the study
guide (the text that I created using these programs) are also stored on the hard disk as
separate “data files”.
Figure 4.1
Components of a HDD

Read the relevant section in the prescribed book (Williams & Sawyer 2015: p 221–225)
(a) Describe hard disks.
(b) What is a head crash?
(c) Discuss removable and external hard disks.
(d) What is a RAID storage system?
4.3.3 Activity
(i) List and describe seven activities that you need to do when your computer hard
disk has been compromised by Spyware or other parasites and slows down.

The answer to this activity is on page 224 of your prescribed book.
25 INS2701/1
4.4 OPTICAL DISKS
4.4.1 Overview
An optical disk (also spelt disc) is a removable disk, usually 4.75 inches in diameter, on which
data is written and read through the use of laser beams. An optical disc can hold about 6
gigabytes of data. CD-ROM has evolved from a purely textual medium to a sophisticated
repository for multimedia and hypermedia. It is an important information storage media
and can be used in libraries, information centres, schools, businesses and so forth.
With an optical disk, there is no mechanical read/write arm, as with hard disks. Instead,
a high-power laser beam is used to write data by burning tiny pits or indentations into
the surface of a hard plastic disk. To read the data, a low-power laser light scans the disk
surface.

Read the relevant sections in the prescribed book (Williams & Sawyer 2015: p 225,
226–228, 241) attentively to answer the following questions:
(a) How is data represented on optical discs?
(b) Name the three basic types of CDs (Not DVDs).
(c) Why did DVDs replace CDs?
(d) What is Blu-Ray?
4.4.3 Activity
(i) Compare CD and DVD formats and give a motivated opinion of why DVDs replaced
CDs.
(ii) What is an “Easter egg” in the context of software?

You could have used the information on page 226 of your prescribed book as a guideline
for comparing CD and DVD formats. Your motivated opinion should include the following
points: more data can be stored on a DVD than a CD; DVDs can be used for data storage
as well as entertainment, namely movies’ information can be stored in layers and on both
sides of a DVD.
DVDs often have hidden features called “Easter eggs”. For more information, visit: https://
en.wikipedia.org/wiki/Easter_egg_(media) and www.eeggs.com
26
4.5 OTHER TYPES OF SECONDARY STORAGE DEVICES: FLASH
AND SOLID-STATE MEMORY, SMART CARDS AND ONLINE
SECONDARY STORAGE.
4.5.1 Overview
There are usually a hard disk and optical disc drives in a microcomputer system available
for secondary storage. Other examples of secondary storage devices include flash and
solid-state memory, smart cards and online secondary storage.
Flash memory and solid-state memory have become the most important forms of mobile
secondary storage.
Flash memory cards or Flash RAM cards, are removable and reusable storage media that
are inserted into a flash memory slot in a digital camera, notebook, laptop, smartphone
or other mobile device. Flash memory cards have no processor, they are useful for storage,
which can range up to 1 Terabyte of data.
USB flash drives, also called a thumb drive, keychain drive or key drive, consist of a finger-sized
module of reusable flash memory that plugs into the USB port of nearly any microcomputer.
Currently, DataTraveler HyperX Predator 3.0 is the world’s largest-capacity USB 3.0 flash
drive as it will be available in a 1TB capacity later in 2019.
Solid-state drives: Instead of hard-disk drives, some laptops, desktops and servers feature a
solid-state drive (SSD), which uses flash memory to store data, instructions and information.
SSDs have no moving parts.
According to Otachi (2019), some of the benefits of SSD devices include:
• High performance storage

• Higher data transfer rates because the SSD reads data instantly without spinning up
the drive platter, or moving drive heads
• Consume less energy/less power
• A computer with an SSD is much snappier in launching apps and programs, and it
also boots faster
• High levels of reliability, because it has no moving parts and most of the storage is
on memory chips
• Higher storage capacity compared to hard drives

attentively as well as the preceding section 4.4.1 to answer the following questions:
(a) What are smart cards?
(b) List different forms of smart-card technology.
(c) Discuss the usefulness of flash and solid-state memory.
(d) Discuss online secondary storage/cloud storage.
27 INS2701/1
4.5.3 Activity
(i) Discuss online secondary storage/cloud storage. In your answer, give examples of
online storage services.

Use the paragraph on page 231 of your prescribed book as a starting point.
4.6 FUTURE DEVELOPMENTS IN PROCESSING AND STORAGE
4.6.1 Overview
Computer developers are always seeking ways to enhance processing speed and storage
capacity. There are opinions that Gordon Moore’s prediction that the number of transistors
on a silicon chip will double every 18 months, will be repealed in the near future (Williams
& Sawyer, 2015:232).
Some of the future developments that could affect processing power and storage capacity
are nanotechnology, optical computing, DNA computing, and molecular electronics to
name a few.

attentively to answer the following question:
(a) Define each of the following concepts:
• nanotechnology
• optical computing
• DNA computing
• quantum computing
4.6.3 Activity
(i) Discuss ways in which secondary storage could be increased in the future.
28
You can use the paragraph about future developments in secondary storage on page 235
of your prescribed book to answer the question.

Watch the following interesting, YouTube video on DNA Computing
https://www.youtube.com/watch?v=6Ip5K5yGpUs
• What limits a standard electronic computer?

• What are the advantages of DNA computers?
4.7 CONCLUSION
In this study unit, we discussed where and how computers store information. The difference
between primary and secondary storage, as well as the different information storing
mediums were discussed. In study unit 5, the theory of information transfer and information
systems and computer-based information systems will be discussed.
29 INS2701/1
LEARNING UNIT 5
THE THEORY OF INFORMATION TRANSFER,
INFORMATION SYSTEMS AND COMPUTER-BASED
INFORMATION SYSTEMS
CONTENTS
5.1 Introduction
5.2 Introduction to Information Transfer
5.3 Methods of Information Transfer
5.4 The Process of Information Transfer
5.5 Information Systems
5.5.1 Definition
5.5.2 Types of Information Systems
5.5.3 Characteristics of Information Systems
5.6 Computer-based Information Systems
5.7 Conclusion
LEARNING OUTCOMES

• Understand the concept of information transfer.
• Discuss information systems.
• Describe computer-based information systems.
5.1 INTRODUCTION
Computers and telecommunication are designed and used for the transfer of information.
This occurs through information systems that might consist of, among other things,
computer and telecommunication networks. Information transfer as such is a complex
process, and information systems and networks merely form part of that process. After
studying this study unit, you should be able to discuss information transfer, information
systems and computer-based information systems.
5.2 INTRODUCTION TO INFORMATION TRANSFER
5.2.1 Overview
Information transfer is most likely the primary reason for studying the phenomenon
of information at a university, and particularly in a Department of Information Science.
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Information transfer is made possible when information records are created, and when
information agencies collect, retrieve, store and make these records available. This is
why societies invest money in organisations that generate information (e.g. research
establishments) and in others that control and manage information (e.g. libraries). The
transfer of information has become a prominent feature of the information society we live
in. Nevertheless, we should remember that information transfer is as old as humankind
itself, and that it is not a new phenomenon that came about only 50 years ago or so.
The concept “information transfer” is an integral part of the study of the discipline of
information science. Information transfer is studied in information theory as a process (e.g.
it can be explained mathematically). It is also studied as part of information user studies
(information needs and how to meet them); as part of information retrieval (the best
methods of information retrieval regarding retrieval speed and relevance); and so forth.
At first glance, information transfer appears to be a simple concept. If I have information

you want, you ask for it and I give it to you; information transfer has occurred.
As with most social processes, the transfer of information is not so simple. It is a complex
process in which a number of factors play a role.
Questions that can arise are:
• Was my information sound?

• Did you understand me?
• Did I interpret your question correctly?
For now, we can describe information transfer as the social process whereby information
is transferred from a “knower” to an “inquirer”. And this transfer happens in such a manner
that the inquirer understands it and it answers his or her query or satisfies his or her need
for information.
We shall now discuss the methods and processes involved in information transfer.

(a) Describe information transfer.
5.2.3 Activity
(i) Define information transfer.
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In your definition, you must say that it is a process and that there are a number of factors
which could play a role in information transfer.
5.3 METHODS OF INFORMATION TRANSFER
5.3.1 Overview
As already mentioned, information transfer can occur quite mechanically and may
even be represented mathematically. Generally, the diagrammatic representation of the
communication process is used to indicate whether information transfer is a one-way or
two-way process.
Information transfer is a one-way process when it represents an information need that

is answered or satisfied proactively.
A two-way process is a reactive answer to an expressed need for information.
Diagrammatically we can show it as follows:
(a) One-way process (Proactive)
(b) Two-way process (Reactive)
Two-way communication is when one person is the sender who transmits a message
to another person, who is the receiver. When the receiver gets the message, he or she
sends back a response, acknowledging the message was received. The model looks like
this: In the context of computer and telecommunication networks, the processes shown
above can be equally well represented mathematically and the well-known Shannon and
Weaver model is an example of this.
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A simplified model of the 1949 Shannon-Weaver mathematical model is:
Figure 5.1
Simplified model of the 1949 Shannon-Weaver Model
(Communication Theory, 2019).
Much criticism can be raised against the Shannon and Weaver model, as it does not
provide for questions such as the following:
• Was the information/answer in a language or medium that the inquirer could

understand?
• Did the receiver or inquirer understand the message?
• Does the information meet his or her information need?
Lester and Koehler (2003) suggest that we study information transfer on the following
three levels:
1. Technical level. This level is, for example, represented in the work of Shannon referred
to above.
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2. Semantic level. This approach asks the following questions: What is the meaning
of the message? Have differences in culture between the sender and receiver been
taken into account? Are symbols interpreted differently?
3. Influential/pragmatic level. This level considers the reaction of the receiver, the
immediate consequences of the message and the eventual effect thereof.
In view of the above, we can conclude that the transfer of information is more than a
mere mechanical or mathematical process. Language, culture, comprehension of the
inquiry, real information needs and comprehension of the message are inextricably part
of information transfer. These facets must be taken into account during the transfer of
information and when designing information transfer systems.

(a) Describe the three levels of information transfer according to Lester and Koehler.
5.3.3 Activity
(i) Write a paragraph on the methods of information transfer.

In your paragraph you must state that information transfer can be a one-way or a two-way
process. It can also be on different levels.
5.4 THE PROCESS OF INFORMATION TRANSFER
5.4.1 Overview
We apply the process of information transfer to distinguish the more abstract, non-
mechanical and non-mathematical methods of information transfer from the mechanical
and mathematical methods. This approach is probably quite contrived, but mostly
corresponds with Lester and Koehler’s levels 2 and 3.
What does the information transfer process entail? Belkin identified the ASK (anomalous
state of knowledge) as the start of the information transfer process (Belkin, 1980):
• I become aware of a gap in my knowledge (the ASK), search the total available spectrum
of knowledge, and if I find the answer, the ASK has been satisfied.
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• If the ASK is not satisfied, I will continue to search until it is satisfied and, therefore,
no longer exists.
The process described above has many complications, and in this study guide we shall
refer only to those that are most important.
• The language of my inquiry should correspond with the language of the information
retrieval system of the information collection that I consult to satisfy my ASK. This
means that the retrieval language of my information collection should be the same
as the language of the applicant or be compatible with it. Alternatively, the language
of the inquiry must be such that it can be translated into the retrieval language.
• The ASK must be satisfied from the total information collection. This includes recorded
and unrecorded sources of information; sources of information in fixed and volatile
form (product and process records); sources of information that are not found in my
information agency, but that I might gain access to; and so forth.
• The answer that the system produces should coincide with the level of the applicant’s
request to satisfy his or her ASK.
• The answer must be produced in the language of the person who requested it. This
implies that I might have to translate the results of my search into the language of
the inquiry.
• The results of my search should bear relevance to the inquiry; it must be selective,
because the inquirer often does not want an information overload; and it should satisfy
his or her ASK and so end it.
• The information that is transferred must take several characteristics/factors into
account, for example the inquirer’s mother tongue; the illiteracy or level of literacy
of the inquirer; his or her culture and level of upbringing; the purpose for which the
information is needed (layperson or specialist); and so forth.
• Could the applicant understand and use the information supplied, was he or she
changed or influenced by it; in other words, did actual information transfer take place?
Belkin’s (1980) cognitive approach is but one approach to establishing and satisfying
people’s information needs. Many other approaches are also used, for example in
communication studies, where persuasive information transfer is essential to selling a
product or service.
Information transfer is an acknowledged field of study in social psychology, and many

studies are done about the way in which resistance or even unintended information
transfer influences people.
We trust that the preceding discussion has given you an idea of the complexity of
information transfer.

(a) Discuss the complications of Belkin’s anomalous states of knowledge (ASK) process
in the transfer of information.
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5.4.3 Activity
(i) Write short notes on the seven ASK (anomalous state of knowledge) issues identified
by Belkin as factors in the information transfer process.

You will find the answer in the previous section (5.3.2).
5.5 INFORMATION SYSTEMS
5.5.1 Overview
Information systems are equally important in information transfer. It is possible, as with
information transfer, to approach information systems theoretically and practically.
Information systems are also as complex as the process of information transfer. Many
of these aspects are quite similar, so to prevent repetition we shall discuss only some of
them in this study unit.
5.5.2 Definition
Information systems can be described as systems that are specially designed to link
information needs to a potential information source, to retrieve the information and relay
it to the applicant. Today we tend to think of information systems as computer systems,
and the internet comes to mind. However, information systems are as old as information
itself. These systems are essential to information transfer, and without them, hardly any
transfer of information would take place.
As with information transfer, it is possible to distinguish between one-way and two-way

(interactive) information systems.
5.5.3 Types of information systems

Different kinds of information systems can be distinguished, depending on what is
used as the discerning characteristic. We have chosen medium as the criterion. Based
on medium, we can distinguish oral, written and printed, and electric and electronic
information systems.
Oral information systems. These are the oldest kind and are still used mainly in oral
societies. All the knowledge of an oral community is held by a few sages and conveyed
to the younger members, or it is provided on request.
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Oral information systems certainly have their merits – information is transferred directly
and, to use a computer term, in real time. It is interactive; the inquirer poses a question, the
elder gives an answer. If the inquirer does not understand, he or she can then reformulate
the question. Body language plays an important role in oral transfer and it may even help
the inquirer to evaluate the information provided.
A disadvantage of the oral system, especially in oral communities, is that human memory
is fallible. Information can be lost if one forgets something or if someone dies without
transferring the information he/she had to another society member.
Oral information systems are still found in the information society. A scientist can first
approach a colleague for information before doing a computer search. In certain cases
the latest information has not yet been recorded, and the researcher is then able to orally
convey information to his/her colleague.
Written and printed information systems. These are part and parcel of modern societies,
and are even found in early cultures such as the Egyptian or Sumerian cultures. Information
was written and later printed on clay, papyrus, parchment or paper. The knowledge held
by these societies was written down and has been preserved.
Written information systems have unique advantages. Information is generally more

reliable; is preserved, much more comprehensive and verifiable. The great empires of
antiquity could possibly only have been established because written records could be
created and preserved.
Written and printed records can be utilised without an intermediary if the user is able to
read. Books and magazines are also not dependent on equipment.
Electrical information systems. These include the telegraph and films with the required
projector, and so forth. Here we can also incorporate all non-computerised electrical
information systems. The advantages of these systems are that they provide information
directly and also record their messages. They are able to convey information audio visually,
incorporating colour and movement.
The disadvantages of electrical information systems are that they are expensive, dependent
on equipment and electricity, and often require an intermediary.
Electronic information systems. These include computers, telecommunication and their

respective networks. Electronic information systems bear characteristics of both oral
and recorded information systems, but they also possess unique characteristics. These
include the ease and speed with which large quantities of information can be searched to
answer an inquiry; and the fact that they offer direct or real-time information provision,
are interactive, are accessible almost the world over, and so forth.
Electronic information systems also have their disadvantages. They are dependent on
hardware/equipment, and are sometimes even network and electricity bound. They
can store and make so much information available that people might suffer information
overload. In fact, information is becoming a private commodity for which users have to
pay money.
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Electrical and electronic information systems have not replaced oral or written/printed
systems. A shift in function has occurred to a certain extent, but all the systems still have
right of existence.
5.5.4 Characteristics of information systems

It is most important that information services are able to satisfy the current and future
needs of information users. For this purpose, systems are designed in such a way that
they keep up with changing information needs.
A good information system is easy to use, the interface is user friendly, and ideally users
should be able to get by on their own.
Answers should be provided immediately. This requires sound retrieval systems and
infrastructure. Preferably, the record (document) itself must be produced, and not a
substitute in the form of, for instance, a bibliographical reference to a record in an
American library.
Furthermore, such a system should be able to store requests and transfer them later
when the user needs them.
Information systems can function proactively, such as those that offer alerting services
or SDI (selective dissemination of information) services. However, many information
systems are reactive, such as inquiry services, and especially then, service ought to be
rendered quickly.
As with information transfer, the nature and requirements of culture, language and
education should be taken into account when designing information systems.

Attentively read the preceding overview (5.5.1) to answer the following questions:
(a) Define information systems.
(b) Discuss the different types of information systems.
(c) What are the characteristics of an information system?
5.5.6 Activity
(i) Write a paragraph on oral, written and printed, electric and electronic information
systems, including the disadvantages of each.

The paragraph should include a definition of each system as well as disadvantages of each.
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5.6 COMPUTER-BASED INFORMATION SYSTEMS
5.6.1 Overview
Computer-based information systems are found in almost all organisations. Within an
organisation information systems support the flow of information. As future information
professionals, you need to be aware of different types of computer-based information
systems in organisations.
Computer-based information systems are a combination of hardware, software and

telecommunications networks that people have built and that they use to collect, create,
and distribute data. There are several types of computer-based information systems:
• Office information systems

• Transaction processing systems
• Management information systems
• Decision support systems
• Executive support systems
• Expert systems
Office information systems facilitate communication and collaboration between the

members of an organisation and between organisations. Office information systems
(OISs), also called Office Automation Systems (OASs), combine various technologies to
reduce the manual labour required in operating an efficient office environment and to
increase productivity.
Transaction processing systems are computer-based systems that take transaction-related

information that is time-sensitive and immediately process it and keep it current.
Management information systems transform data into information useful in the support
of decision-making, principally at the tactical level.
Decision support systems are a specific class of computer-based information systems

that support business and organisational decision-making activities generally at the
managerial level.
Executive support systems are reporting tools that allow organisations to turn their data
into useful, summarised reports. These reports are generally used by executive-level
managers for quick access to reports coming from all company levels.
Expert systems are computer programs that use artificial intelligence to solve problems
within a specialised domain that ordinarily requires human expertise.
39 INS2701/1
attentively in order to answer the following questions:
(a) a) What are the qualities of good information?
(b) Discuss six computer-based information systems.
(c) What is the purpose of a transaction processing system?
(d) What are the characteristics of a decision support system?
(e) Describe management information systems.
5.6.3 Activity
(i) Write notes on four computer-based information systems.
(ii) What is the purpose of a transaction processing system?
(iii) Describe the features of management information systems.
(iv) Name and describe the parts of a decision support system.

(i) The answer is on pages 432–438 of your prescribed book.
(ii) The purpose of a transaction processing system in an organisation is usually to keep
track of all the routine operations, e.g. the activities of an accounting department.
(iii) The features are discussed on page 435 of your prescribed book.
(iv) The answer is on pages 435–436 of your prescribed book.
5.7 CONCLUSION
Information transfer and information systems form an important part of the Information
Science study field. Without thorough knowledge thereof, the information worker cannot
perform his or her task properly. It is vital today that information workers are knowledgeable
about especially computer-based and network-based systems. Even so, those systems
do not replace oral or printed information systems. They are complementary, and help
to achieve the ultimate goal of successful and highly effective information transfer. In
study unit 6, we will discuss the internet and the World Wide Web.
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LEARNING UNIT 6
THE INTERNET AND THE WORLD WIDE WEB
CONTENTS
6.1 Introduction
6.2 Origins and definitions of the Internet and the World Wide Web
6.3 Access
6.4 Structure of the Internet
6.5 The World Wide Web
6.6 Web Search Tools
6.7 Communication
6.8 Electronic Commerce
6.9 Conclusion
LEARNING OUTCOMES

• Discuss the origins of the internet and the web.
• Describe how to access the web using providers and browsers.
• Discuss internet communications, search tools and electronic commerce.
• Describe web utilities.
6.1 INTRODUCTION
As all of you know, we are going through a technology revolution that changes with
the speed of light. In this study unit, we will discuss the internet that is changing our
entire world and lifestyles. As future information professionals, you need to be aware of
sources available on the internet. You need to know how to access these sources; how to
communicate electronically; understand electronic commerce and to use web utilities.
The role of the internet as an information source and how it is used to transmit and store
information will be discussed.
6.2 ORIGINS AND DEFINITIONS OF THE INTERNET AND THE

WORLD WIDE WEB
6.2.1 Overview
The basis for the internet began in 1969 as ARPANET (ARPA, the Advanced Research
Projects Agency of the U.S Department of Defense), with four linked-together computers
at different universities and defence contractors. From there the network expanded to 62
41 INS2701/1
computers in 1974, 500 computers in 1983, and 28 000 in 1987. The internet is often referred
to as a “superhighway” that moves ideas and information. The internet is one of the most
powerful communication channels of today and as future information professionals, you
need to know how to use it effectively. You also need to know the difference between
the internet and the World Wide Web.
According to Evan Andrews (2019), the online world took on a more recognisable form
in 1990, when computer scientist Tim Berners-Lee invented the World Wide Web. While
it’s often confused with the internet itself, the web is actually just the most common
means of accessing data online in the form of websites and hyperlinks. The web helped
popularise the internet among the public, and served as a crucial step in developing the
vast trove of information that most of us now access on a daily basis.
Figure 6.1
Development of the Internet
(Bratcher, 2019)

Read the relevant sections in the prescribed book (Williams & Sawyer 2015: p 17-19,
49-50, 62-75) attentively to answer the following questions:
(a) Describe how the internet and the web started.
(b) Define the internet.
(c) Define the World Wide Web.
6.2.3 Activity
(i) Discuss the difference between the internet, World Wide Web and cyberspace.
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For information to help you to answer this question, please consult your prescribed book,
page 17.

Watch the following interesting YouTube video on the History of the internet: https://
www.youtube.com/watch?v=oNUl_9ZYA6w
• What happens at an Internet exchange?
6.3 ACCESS
6.3.1 Overview
To gain access to the internet, you will need an internet service provider (ISP) and a
browser. There are a variety of connection technologies that users can use to connect to
ISPs. However, if you connect to the internet, the bandwidth will determine the speed
of your connection.
In general terms, bandwidth or channel capacity, is an expression of how much data,

text, voice, video and so on, can be sent through a communication channel in a given
amount of time.

Read the relevant section in the prescribed book (Williams & Sawyer 2015: p 52-59)
(a) Describe the means of connecting to the internet.
(b) Define bandwidth.
(c) Describe wired or wireless means of connecting to the internet.
(d) Describe what an internet access provider is.
6.3.3 Activity
For browsers to connect to resources, the address of the resource must be specified.
Read page 63-65 of your prescribed book and then analyse the following web address:
http://www.unisa.ac.za
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The following information should be included in your answer:
• It is the URL of Unisa’s web page.
• The protocol used was: http://.
• The domain name is: www.unisa.ac.za and it is the name of the server where the e-source
can be located.
• The domain code is .ac.za, which usually identifies the type of organisation and the
country. For example .ac indicates that it is an academic domain.
6.4 STRUCTURE OF THE INTERNET
6.4.1 Overview
The key question for this section is: What is the basic structure of the internet and who
controls it? The internet consists of hundreds of thousands of smaller networks connected
around the world. According to Reference.com, the internet is a series of connected networks
designed to allow high-speed communication between various organisations, companies
and countries. The basic structure of the internet is made up of tier 1, tier 2 and tier 3 carriers
(https://www.reference.com/technology/basic-structure-internet-91e2893b49bd7bbd)
Tier 1 networks are backbone internet providers that connect directly to the internet.
These companies have agreements with one another to allow for the free passage of
traffic between them. In South Africa, the following internet service providers (ISPs) are
considered tier 1 carriers, they are Telkom, Vodacom, MTN and Neotel.
The next level of ISPs are tier 2. They are smaller, mostly regionally based, and they tend to
provide ISP links between larger organisations. Tier 2 providers have peering agreements
with the larger, tier 1 providers, but generally do not peer with each other.
The smallest level of ISPs are tier 3 providers. These providers generally supply internet
connectivity for homes and small businesses. They are regionally based and often peer
with larger tier 2 and tier 1 providers to allow global internet connectivity.

Read section 6.3.1 as well as the relevant section in the prescribed book (Williams &
Sawyer 2015: p 62) attentively to answer the following questions:
(a) a) Describe the basic structure of the internet.
(b) Describe ISOC (The Internet Society).
(c) c) Describe ICANN (The Internet Corporation for Assigned Names and Numbers).
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6.4.3 Activity
(i) Briefly explain what ICANN and ISOC do.

The answer to this question is on page 62 of your prescribed book. For additional information,
visit their official websites at: www.isoc.org and www.icann.org
6.5 THE WORLD WIDE WEB
6.5.1 Overview
The internet and the World Wide Web are not the same. The internet “…is a worldwide
computer network that connects hundreds of thousands of smaller networks” (Williams
& Sawyer 2015:19). Another way to distinguish between the internet and the World Wide
Web is to say that the internet is the umbrella term and the World Wide Web is only part
of it. The World Wide Web or just web is an interconnected system of internet computers
(called servers) that supports specially formatted documents in multimedia formats.
(Williams & Sawyer 2015:19).
Figure 6.2
View of the World Wide Web.
(CIA, 2019).
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Read the relevant sections in the prescribed book (Williams & Sawyer 2015: p 17-19,
62–75) attentively to answer the following questions:
(a) Briefly explain the development of the World Wide Web.
(b) Define and discuss the five basic elements of browsers.
(c) Analyse the elements of a URL.
(d) Describe web portals.
6.5.3 Activity
Write a paragraph on the common tools and functions of a browser.
Choose one of the following web portals:
(i) Yahoo.com
(ii) Netscape.aol.com
(iii) Mweb.co.za
(iv) Iafrica.com
(v) Africacafe.com
If you have access to the World Wide Web, log on to the portal and check the information
provided on the home page. Also, use the subject guide for a topic and use a keyword
to search for a topic. Then write a paragraph about portals.

To answer this correctly, you must first define a browser and the five basic elements of a
browser.
You will find information on pages 62–67 of your prescribed book to answer this question.
6.6 WEB SEARCH TOOLS
6.6.1 Overview
To locate information on the internet you need a search tool. There are various search
tools available and I am sure that you can already name a few international and local
search engines.
If you have access to the internet you can visit SearchEngineWatch at http://www.
searchenginewatch.com to take note of all the search engines that are available.
46
(a) What is a search engine?
(b) What is the difference between a search engine and a meta-search engine?
(c) What is a specialised search engine?
6.6.3 Activity
(iv) Write short notes with examples of the difference between search engines, meta-
search engines and specialised search engines.

Answers to this activity can be found on pages 71 and 72 of your prescribed book. Search
engines are specialised programs that assist you to find information on the web, e.g.
Google. Meta-search engines automatically submit your request to several search engines
simultaneously, e.g. Dogpile. Specialised search engines focus on a specific subject, namely
medicine. An example for medicine is www.medsite.com.
6.7 COMMUNICATION
6.7.1 Overview
In the introduction to this study unit, we mentioned that the internet is one of the most
powerful communication media of our time. Three of the most used types of internet
communication are e-mail, instant messaging and discussion groups.

(a) What is e-mail?
(b) What is the difference between an e-mail program and web-based e-mail?
(c) What are the three basic elements of a typical e-mail message?
(d) What is SPAM?
(e) What is instant messaging, and how is it different from e-mail?
(f) Discuss mailing lists, discussion groups, listservs, news groups and chat groups.
(g) What are the rules of courtesy when using e-mail?
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6.7.3 Activity
(i) Do web exercise 8 on page 111 of your prescribed book.

Did you find a mailing list, discussion forum or chat room on your chosen hobby on the web?
6.8 ELECTRONIC COMMERCE
6.8.1 Overview
The idea of “electronic shopping” has become attractive because of two prominent
characteristics of the contemporary information society:
• a continual increase in the quantity of products offered in the consumer market

• a decrease in the time consumers can spend shopping.
The increasingly poor service and biased marketing of products that retailing organisations
offer, and the safety risk of going shopping coupled with consumers’ unfamiliarity with
the many new products, have led to a need for better product information.
With the growth of the internet, it was not long before the potential value of electronic
shopping was realised. The first systems to appear consisted merely of an electronic
version of a conventional mail order system. Customers could call up an electronic
shopping service that presented them with a list of available items. The customer first
selected items that were of interest to him or her from the displayed list. Images of these
items were then displayed on the computer screen, together with descriptions of their
features, the price, and some advisory information. Customers then chose the products
they wanted to buy by charging them to their credit card account, either by entering the
information into the computer or by calling a toll-free telephone number.
The development of extranets paved the way for a new form of electronic shopping
that became widely known as “electronic commerce” (e-commerce). As you may have
realised, the first type of electronic shopping described above was not sufficiently secure.
Firstly, there was no method for traders to verify the potential customer’s true identity
and to ensure that somebody else’s credit card was not perhaps being used. Secondly, a
credit card number can be “intercepted” on the internet and subsequently be used for
fraudulent purchasing.
This problem was solved by the introduction of the secure electronic transaction (SET)
protocol, a standard originally created by Visa and MasterCard. The SET protocol system
allows credit card transactions to be conducted safely and securely over the internet.
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This system has now been accepted by financial institutions in most countries. The
SET protocol operates on encryption technology and uses a financial institution as an
intermediary between the seller and the buyer. The number of the credit card the buyer
uses to purchase is encrypted. SET notifies the seller of the authenticity of the buyer, but
the buyer’s credit card number is known only to the intermediary financial institution
that is responsible for the fund transfer – not to the seller.
Therefore, e-commerce includes not only purchasing and selling goods and services
over the internet. It also includes handling purchase transactions, transferring funds, and
delivering the product to the buyer. The following three types of e-commerce transactions
are generally distinguished:
B2B —- Business to Business
B2C —- Business to Customer
C2C —- Client to Client
For the supplier, e-commerce offers a substantial reduction in stock, which reduces storage
space and labour costs are kept low. It requires almost no paperwork, no pre-printed
stationery, no postage, and automatic proof of sale and purchase. Computer systems
can remain active 24 hours a day which means that orders can be placed and verified
uninterruptedly, thereby speeding up the sales process. Also, of course, this system
reaches a very large audience.
For example, www.amazon.com, a bookseller in the USA, has no physical stores, sells all
its books via the internet and simply coordinates deliveries directly with the publishers.
In South Africa, www.kalahari.net offers a similar service.
E-commerce also reduces certain trade barriers. For instance, it could offer major benefits
to businesses in developing countries. Because of its low overheads, e-commerce enables a
curios manufacturer in Kenya or a bicycle manufacturer in China, for example, to compete
in international markets.
On the other hand, e-commerce can make markets even more competitive, because
customers can easily compare prices of similar goods.
Many entrepreneurs (and opportunists) entered the realm of the internet through
e-commerce by starting up internet shops with promising sales talk. Many of these
ventures failed because these persons had unrealistic expectations and forgot that, as
with any other business enterprise, they had to show profits. Most of these businesses
went bankrupt in 1999–2000 in what is still referred to as the DOT.COM crash.
49 INS2701/1
(a) a) What is electronic commerce?
(b) b) What are the three basic types of e-commerce?
(c) c) What are the three basic options for electronic commerce?
6.8.3 Activity
(i) Write a paragraph on B2B commerce, online finance, auctions and online job
hunting.

You will find information to write the paragraph on pages 90–91 of your prescribed book.
6.9 CONCLUSION
The origins of the internet and the web were discussed. We also discussed access to the
web and internet communications, which included e-mail. Attention was also given to
electronic commerce and web utilities. In the following unit, we will look at communications
and networks.
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LEARNING UNIT 7
COMMUNICATIONS AND NETWORKS
CONTENTS
7.1 Introduction
7.2 From the Analogue to the Digital Age
7.3 Networks
7.4 Wired Communications Media
7.5 Wireless Communication Media
7.6 Cyber threats, Hackers and Safeguards
7.7 Conclusions
LEARNING OUTCOMES

• Discuss connectivity, wireless revolution, communication systems and connection
devices.
• Describe data transmission factors, physical and wireless communication channels.
• Describe organisational uses of internet technologies.
7.1 INTRODUCTION
The purpose of this study unit is to introduce you to the digital convergence of computer
and communications technologies. “Today’s new information environment came about
gradually from the merger of two separate streams of technological development –
computers and communications.” (Williams & Sawyer 2015:304).
With the convergence of traditional telecommunication systems and computer technology

with the added wireless technologies, you need a better understanding of communications
and computer technologies. You also need to understand their current or potential
applications to Information Science.
7.2 FROM THE ANALOGUE TO THE DIGITAL AGE
7.2.1 Overview
We can ask ourselves why it took so long for computer and communication technologies
to merge. The answer is because computers are digital, but most of the communications
technologies were analogue.
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“Analogue describes electrical signals in continuous electronic waves. Digital describes
electrical signals in two states, on (1) and off (0).” (William & Sawyer, 2015:305)
Figure 7.1
Examples of analogue and digital waves
(Sparkfun Electronics, 2019)

(a) What does analogue mean?
(b) What does digital mean?
(c) What is the purpose of a dial-up-modem?
7.2.3 Activity
(i) Explain the difference between analogue and digital.

The answer to this activity should include a definition of both analogue and digital before
explaining the difference. For a detailed overview of analogue vs. digital signals, you can
also consult the following website:
https://electronics.howstuffworks.com/question7.htm

Watch the following YouTube video on the difference between analogue and digital
signals: https://www.youtube.com/watch?v=XCu6L4kQF3k
• What is the difference between analogue and digital signals?
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7.3 NETWORKS
7.3.1 Overview
In telecommunication, transmission channels consisting of either physical wires or wireless
connections convey information from one location or computer to another.
Originally, computers were stand-alone devices intended for single users with individual
tasks to perform. Whereas telecommunications was responsible merely for the transmission
of information, computers were dedicated exclusively to information processing. The
convergence of the two technologies now means that telecommunication channels can
link computers. Telecommunications networks form the infrastructure that provides the
physical transmission channels that enable computer networks to operate.
The growth of computer networks is largely due to the need for timely, reliable information
exchange in the ever-growing contemporary business environment. Computer networks
also enable organisations to maintain efficient management systems and conduct
their business on an international basis. They also improve the quality of services that
organisations can offer to their clients; and above all, gain a competitive advantage.
Organisations usually consider installing a network mainly to:
• create multiple access points to centrally stored computer data

• acquire access to data stored by a remote computer
• facilitate interaction and cooperation between departments and employees of the
organisation
• improve external links with support organisations such as buyers, suppliers and
distributors
• create an easy and efficient basis for communicating with clients
• extend their services to clients who could not be served economically by conventional
methods
• improve existing services and create new ones which cannot be achieved without
access to network facilities
• obtain information about competitors
• trade with other businesses and persons in other countries
As can be seen from the above, computer networks are a vital part of almost all organisations.
Networks can be divided into several main categories based upon their purpose and
geographic range.
• Wide Area Network (WAN)

• Metropolitan Area Network (MAN)
• Local Area Network (LAN)
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Computer networks are structured in two principal ways. This structuring is referred to
as the Network Architecture. The two principal ways of network architecture are:
• Client-server networks and

• Peer-to-peer networks.
Figure 7.2
Examples of networks
(Wikipedia, 2019)

(a) Define networks.
(b) Name and describe benefits of networks.
(c) Discuss network categories.
(d) Discuss the differences between intranets, extranets and virtual private networks.
(e) Name the various parts of a network.
(f) Name three popular configurations for networks.
7.3.3 Activity
(i) Write an essay on the differences between intranets, extranets and virtual private
networks.
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Always remember first to define concepts before discussing it. Intranets are internal networks
in an organisation, while extranets took intranets a few steps further by also offering security
and controlled access. Virtual private networks use a public network to connect to remote
sites but use a secure gateway with the capability to encrypt the data.

Please watch the following YouTube video on Networking Topologies:
https://www.youtube.com/watch?v=4ZaTa_JQM_E
After watching this video, please answer the following questions:

• What is a network topology?
• What are the four principle topologies used in a LAN?
7.4 WIRED COMMUNICATIONS MEDIA
7.4.1 Overview
The invention of telegraphy in 1845, which involved the use of electrical signals to carry
textual information encoded in Morse code along wires (and radio waves), led to the
introduction of the telephone. Being designed primarily for voice communications, the
telephone networks that developed were based on analogue transmission.
The quality and efficiency of telephone networks have been improved by the introduction
of a computer system (electronic exchanges). This meant that speech and other signals
could be transmitted over the network in digital form instead of the traditional analogue
signals. Digital transmission is not only cheaper than analogue transmission, but also
ensures better quality and more reliable transmission of messages.
The convergence of computer technology with telecommunications has increased the

versatility of the telephone service. Exchanges and telephones were now being equipped
with microprocessors and memory facilities that offered many new features.
Digital telephone networks also allowed for a much wider range of services than did
analogue transmission. Digital networks made possible the introduction of new terminal
equipment such as automatic telephone answering machines, fax (telefacsimile) machines,
cordless telephones and private automatic branch exchanges (PABXs).
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(a) What is the difference between the three types of wired communications media?
(b) Discuss types of wired communications media used for home networks.
7.4.3 Activity
On page 323 of your prescribed book, there is information on telecommuting and telework.
Read it attentively and then answer the following question:
(i) Would you like to have a job for which you telecommute instead of “going to
work”? Why or why not?

Please find additional sources to answer the question.
7.5 WIRELESS COMMUNICATIONS MEDIA
7.5.1 Overview
According to the FreeDictionary (n.d.), wireless communications is “[A] system using radio-
frequency, infrared, microwave, or other types of electromagnetic or acoustic waves in
place of wires, cables, or fibre optics to transmit signals or data. Wireless devices include
cell phones, two-way radios, remote garage-door openers, television remote controls,
and GPS receivers.”
Wireless devices have increased dramatically over the past few years. Boren (2014) is of
the opinion that the world is home to 7.2 billion wireless gadgets, and they’re multiplying
five times faster than we are (https://www.independent.co.uk/life-style/gadgets-and-tech/
news/there-are-officially-more-mobile-devices-than-people-in-the-world-9780518.html)

attentively, to answer the following questions:
(a) What are the different types of wireless communications media?
(b) What is the electromagnetic spectrum of radiation?
(c) Define bandwidth.
(d) Discuss five types of wireless communications media.
(e) What are one-way communications?
(f) What are two-way communications?
(g) What is Bluetooth?
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7.5.3 Activity
Write short (non-technical) notes on the following:
(i) The electromagnetic spectrum
(ii) Bandwidth
(iii) WAP (wireless application protocol)
(iv) GPS (global positioning system)
(v) 2G (second-generation), 3G (third generation) and 4G (fourth generation) wireless
digital services
(vi) Wi-Fi (wireless fidelity)
(vii) Bluetooth

You will find information on all the concepts in your prescribed book.
7.6 CYBER THREATS, HACKERS AND SAFEGUARDS
7.6.1 Overview
With the development of newer information technologies, the spread of malicious viruses,
unauthorised access to computers by hackers and cyber threats also increased. In this
section, you will take note of systems on how to keep your computer safe.
According to Williams & Sawyer (2015: 343), “the ongoing dilemma of the Digital Age is
balancing convenience against security”. Security consists of safeguards for protecting
your computers and devices against unauthorised access and system failures that can
result in loss.
Cyber intruders include trolls, spies, hackers and thieves.
Networks and computer systems are also vulnerable to cyberattacks by various kinds
of malware. Common threats include denial-of-service attacks, viruses, worms, Trojan
horses, rootkits and backdoors, zombies, ransomware and time, logic and e-mail bombs.

attentively, to answer the following questions:
(a) What are denial-of-service attacks, worms, viruses and Trojan horses?
(b) How is malware spread?
(c) What are the various kinds of hackers and crackers?
(d) Define firewalls, passwords, encryption and biometric authentication.
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7.6.3 Activity
Write an essay on computer security under the following headings:
(i) Cyber threats
(ii) Perpetrators of cyber mischief
(iii) Computer safety

Firstly, you have to define computer security. Aspects to be included in your discussion must
be, denial-of-service attacks, worms, viruses, Trojan horses, hackers and crackers, antivirus
software, firewalls, passwords, biometric authentication and encryption.

Watch the following thought-provoking TEDx talk: Facets and realities of cyber security
threats by Alexandru Catalin Cosoi.
https://www.youtube.com/watch?v=XT4Y16dcVxA
• What is Ransomware?
7.7 CONCLUSIONS
In this study unit, we looked at the digital convergence of computer and communications
technologies connectivity, the wireless revolution and communication systems. We
discussed the basics of wired and wireless communication channels and data transmission.
Lastly, we discussed aspects of computer security. In the next study unit we will discuss
the impact and effect of information and communication technology on society.
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LEARNING UNIT 8
THE IMPACT AND EFFECT OF INFORMATION AND
COMMUNICATION TECHNOLOGY ON SOCIETY
CONTENTS
8.1 Introduction
8.2 Truth issues: Manipulating digital data
8.3 Security issues: Threats to computers and communications systems
8.4 Security: Safeguarding computers and communications
8.5 Quality of life issues: The environment, mental health, child protection and the
workplace
8.6 Economic and Political issues: Employment and the digital divide
8.7 Computer ethics
8.8 Conclusions
LEARNING OUTCOMES

• Discuss systems for protecting information technology and issues about the
manipulation of digital data.
• Explain how technology can affect employment and the gap between rich and poor.
• Define computer ethics and discuss threats to computer systems.
8.1 INTRODUCTION
The purpose of this study unit is to introduce you to some of the effects that the use of
newer information technologies has and possibly will have on society.
As we pointed out throughout this study guide, every new form of information and
communication technology development has influenced society. Language, writing and
print contributed to form society as we know it today. The increasing use of computers
and telecommunications is also changing our society, our lives, employment, use of leisure
time, shopping, and so forth.
The emergence of the information age is largely the result of the development and
application of ICT and, particularly, of computers and computer networks.
The need for information is now part of life all over the world, from the business sector to
the individual and the community. Simply to exist in society today requires a considerable
amount of information – the status of information has changed from that of being a mere
commodity, among other things, to a vital strategic resource.
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The world is entering an era when the creation of wealth and power increasingly depends
on information and human mental creativity rather than on physical resources. Historian
Harold Gilliam (2003) said that many users “are hypnotized by the computer’s power
to summon endless arrays of facts – information without context, data without values,
knowledge without perspective”. Some of the major challenges of today’s information
technology are truth, security, quality-of-life and economic and political issues.
8.2 TRUTH ISSUES: MANIPULATING DIGITAL DATA
8.2.1 Overview
The manipulation of digital data created opportunities and problems. How can you
determine that what you see and hear is the truth? Due to the power of technology, images,
videos and sound can be manipulated pixel by pixel using image-altering software such
as Adobe Photoshop. This has created some new problems in the area of credibility. How
can we know what we are seeing or hearing is the truth?
Figure 8.1
Credibilty assessment of digital material
(Wikipedia, 2019a).

(a) How can digitally distorted photographs be detected?
(b) What are the five limitations you should be aware of when using databases for
research?
8.2.3 Activity
(i) Write a paragraph on the limitations to bear in mind when using databases for
research.
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In your answer the following aspects are important: not all facts you see on your computer
screen are accurate; you must be aware of the boundaries of a database.
8.3 SECURITY ISSUES: THREATS TO COMPUTERS AND

COMMUNICATION SYSTEMS
8.3.1 Overview
Everybody using computers and networks must use certain security safeguards. According
to Williams and Sawyer (2015: 470), security is a system of safeguards for protecting IT
against disasters, systems failure and unauthorised access that can result in damage or
loss. Five components of security are important:
• Deterrents to computer crime

• Identification and access
• Encryption
• Protection of software and data
• Disaster-recovery plans

(a) Name kinds of errors and accidents you need to be alert to in computer systems.
(b) Name examples of natural hazards.
(c) Explain computer crimes.
(d) What kinds of people are threats to computers?
8.3.3 Activity
(i) Discuss the globalisation of computer crime.

Information to write the discussion is in your prescribed book on pages 460–470.
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8.4 SECURITY: SAFEGUARDING COMPUTERS AND
COMMUNICATIONS
8.4.1 Overview
“Security is a system of safeguards for protecting information technology against disasters,
system failures, and unauthorized access that can result in damage or loss” (Williams &
Sawyer 2015:470).
As IT crime has become more and more sophisticated, so has the people who are
responsible for preventing it.
According to Williams and Sawyer (2015:472), there are tools that can be used to detect
fraud:
• Rule-based detection software

• Predictive statistical model software
• Employee internet management software
• Internet filtering software
• Electronic surveillance

(a) What are some ways to deter computer crime?
(b) Define encryption.
8.4.3 Activity
(i) Briefly describe how encryption works.

The answer to this activity may be found on page 474 of your prescribed book.
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8.5 QUALITY OF LIFE ISSUES: THE ENVIRONMENT, MENTAL
HEALTH, CHILD PROTECTION AND THE WORKPLACE
8.5.1 Overview
Information technology can create environmental concerns, mental health, pornography,
and workplace problems.
According to Williams and Sawyer (2015:487), IT is leaving a larger environmental footprint

that we can imagine. Many environmental challenges remain, specifically concerning the
recycling of IT products when they have reached their end of life. When these products
reach their end of life, they are referred to as e-waste.
Electronic waste (e-waste) is becoming one of the leading global concerns in the information
age.
According to Luther (2010), e-waste is a term that is used loosely to refer to “obsolete,
broken, or irreparable electronic devices like televisions, computer central processing
units (CPUs), computer monitors (flat screen and cathode ray tubes), laptops, printers,
scanners, and associated wiring.”
E-waste has numerous environmental impacts including contamination of all local

environmental media – soil, air, surface water, and ground water. For example, a 2009
study by Yan Guoa, et al found that the primary hazardous recycling operations involve:
“metal recovery that involves open burning of wires to obtain steel and copper,
cathode ray tube (CRT) cracking to obtain copper-laden yokes, desoldering and
burning of circuit boards to remove solder and chips, and acid stripping chips for gold;
plastic recycling through chipping and melting; and
dumping of materials that cannot be further processed (such as leaded CRT glass and
burned circuit boards) and residues from recycling operations (such as ashes from open
burn operation, spent acid baths, and sludges).”
In this study, it was seen that burning circuit board plastics treated with brominated flame
retardants emitted harmful heavy metals, dioxins, and aromatic hydrocarbons. Further,
heavy metal contamination in surface water and sediments was found that could be
attributed to the direct effects of e-waste recycling operations. The study also found
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severe levels of contamination for lead, cadmium, mercury, and arsenic in sediment and
surface water as a result of irresponsible recycling operations (Yan Guoa, et al: 2009).
Figure 8.2
Examples of e-waste
(TechBytes, 2019).

Read section 8.4.1 as well as the relevant section in the prescribed book (Williams &
Sawyer 2015: p 487–496) attentively to answer the following questions:
(a) What environmental concerns are created by information technology?
(b) Define e-waste.
(c) What are the environmental concerns created by the irresponsible recycling of
e-waste?
(d) What are mental-health problems linked to information technology?
(e) Name steps that parents can take to protect children from inappropriate material.
(f) Define cyberbullies.
(g) Define information overload.
8.5.3 Activity
(i) Write a paragraph on the environmental impact of e-waste.
8.5.4 Feedback
The answer to this activity is on page 488 of your prescribed book.
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Please watch the following YouTube video on e-waste. Tim Brown: E-waste: Cleaning up
the world’s fastest-growing trash problem
https://www.youtube.com/watch?v=Czu3BC7SrFQ
• Approximately how many metric tons of e-waste do we generate each year?
8.6 ECONOMIC AND POLITICAL ISSUES: EMPLOYMENT AND

THE DIGITAL DIVIDE
8.6.1 Overview
In this section, we are going to look at how technologies affect employment and the gap
between the rich and the poor.
According to Whatis.techtarget.com, (Whatis, 2019), the digital divide can be defined as

“the gap between demographics and regions that have access to modern information
and communications technology, and those that don’t or have restricted access. This
technology can include the telephone, television, personal computers and the Internet”.

(a) Explain how unemployment can be promoted by information technology.
(b) Define the digital divide.
8.6.3 Activity
(i) “The digital divide is a myth.” Discuss this statement.

You will have to do your own research to complete this discussion considering the tremendous
growth of mobile technology in Africa.
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Please watch the following TEDx video on Bridging the Digital Divide by Jim Sevier: https://
www.youtube.com/watch?v=fzokRz1pgb0
• What problems of the digital divide has been significantly more difficult to solve?
8.7 COMPUTER ETHICS
8.7.1 Overview
“Computer ethics are guidelines for the morally acceptable use of computers in our
society” (O’Leary 2006:285). In South Africa as in many other countries there are also laws
on freedom of information that allow access to government and other big organisations
that have information about individuals. In South Africa the Act is called The Promotion
of Access to Information Act, 2 of 2000 (PAIA).
According to Techopedia (2019), computer ethics can be defined as “the procedures,

values and practices that govern the process of consuming computing technology and
its related disciplines without damaging or violating the moral values and beliefs of any
individual, organization or entity”.

Read the relevant section in the prescribed book (Williams & Sawyer 2015:38) attentively
(a) Name three ethical concerns.
(b) What is the title of the freedom of information Act in South Africa?
8.7.3 Activity
(i) Write short notes on ethical concerns.
8.7.4 Feedback
The answer is given to you on page 38 of your prescribed book.
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8.8 CONCLUSION
In this study unit, we discussed why it is important to have a strategy to be a “winner” in
the information age. We described how technology changed the nature of businesses,
and the way people may react to new technologies. Lastly, we described the security
threats computer criminals pose, and ways that individuals and organisations can protect
their security.
IT is changing society right now. Some of the changes are more visible than others; for
instance job losses in the formal employment sector and the process of globalisation. We
are entering a new era in human history shaped by computers, telecommunications and
computer networks. The changes brought about by this new era may be just as exciting
or traumatic as the invention of printing, for example.
How IT will bring about change, what it will change and when, nobody really knows.
The only certainty is change itself and we should learn how to manage that. This will
influence all information agencies in society along with other social institutions such as
schools, churches and social organisations. In the last study unit we will discuss the latest
developments in information and communication technologies.
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LEARNING UNIT 9
THE ‘NEW INTERNET’/WEB 2 AND OTHER
TECHNOLOGICAL DEVELOPMENTS
CONTENTS
9.1 Introduction
9.2 Telephony: Internet telephone and videophone
9.3 Multimedia on the Web
9.4 Webcasting, Blogging, RSS and Podcasting
9.5 Wikis and Wikipedia
9.6 Web 2.0 and the Social Web
9.7 E-book readers
9.8 Smartphones
9.9 Other technological developments of which to take note
9.9.1 Overview
9.9.2 South African ICT projects
9.9.3 The “open source” debate
9.9.4 Web 3.0
9.10 Fourth Industrial Revolution
9.11 Conclusions
LEARNING OUTCOMES

• Discuss telephony and multimedia on the web.
• Explain webcasting, blogging, RSS and podcasting.
• Define wikis and Wikipedia.
• Discuss web 2.0 and the social web, and e-book readers and smartphones.
• Explain what the Fourth Industrial Revolution entails.
9.1 INTRODUCTION
The purpose of this study unit is to introduce you to some of the new developments in
information and communication technologies. I am sure that you are all aware of the
fact that information technology changes all the time and that you can expect surprises
and new opportunities. To keep abreast of the latest technology trends, you have to read
widely. As future information workers, you need to know that you must use the latest
technologies as tools to render an excellent service to your patrons.
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9.2 TELEPHONY: INTERNET TELEPHONE AND VIDEOPHONE
9.2.1 Overview
You can ask yourself why you would want to make phone calls via the internet. Internet
telephony enables you to make international telephone calls for free or at a very low cost.
According to Williams and Sawyer (2015: 84), internet telephony or VoIP (Voice over Internet
Protocol) has the benefit of making such call for free; however, there is the possibility of
bad sound quality if the broadband of the connection is inadequate.

(a) What is VoIP?
(b) What is the advantage of using the internet to make phone calls?
(c) Explain videoconferencing over the internet.
9.2.3 Activity
(i) Visit the following webpage for more information: www.answers.com/topic/
telephony-server?hl=internet&hl=telephony
(ii) Experiment with internet telephony for free and watch an animated explanation
at: www.skype.com

I trust that you have learnt the basics of internet telephony and watched the animated
explanation.

Learn how to use Skype by watching the following tutorial:
https://www.youtube.com/watch?v=xBzRGal9GJM
After watching the video, please do the following tasks:
• Install Skype on your computer and make a Skype call to a friend.

• Change your profile picture on Skype.
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9.3 MULTIMEDIA ON THE WEB
9.3.1 Overview
Images, sound, video, animation and text are now available on most websites. According
to Williams and Sawyer (2015:85), multimedia on the web is usually handled by “plug-ins
and small special software programs. A plug-in (add on) is a program that adds a specific
feature or function to a browser, allowing it to play or view certain files”. Please visit www.
fileinfo.com/filetypes/plugin for a list of the most popular plug-ins.

(a) What are plug-ins and Java applets?
(b) Name and describe the benefits of networks.
(c) Discuss animation, video, audio, text and images.
(d) Discuss satellite imaging (Google Earth).
9.3.3 Activity
(i) Write a paragraph on the use of applets.

Applets are small programs that can be quickly downloaded and run by most browsers.
Applets are written in the programming language Java.
9.4 WEBCASTING, BLOGGING, RSS AND PODCASTING
9.4.1 Overview
Previously, you had to search for information on the web. With webcasting, blogging and
podcasting the web brings you information.
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According to Williams and Sawyer (2015:88), this is referred to as push technology – software
that automatically downloads information to personal computers. A good example of this
is notifications. Push notifications are delivered to your device without you requesting it.
Figure 9.1
Push versus Pull technologies
(Smartsheet, 2019).

(a) Explain push technology and webcasting.
(b) Explain what a blog is.
(c) Define RSS.
(d) What is podcasting?
9.4.3 Activity
(i) Write a paragraph on the use of blogs and podcasting in organisations.

You will have to read wider than your prescribed book to write this paragraph.

Watch the following YouTube video for tips on and tools for podcasting:
https://www.youtube.com/watch?v=HUwhPlsxpqI
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• Write down the tips that Pat Flynn gives for quality podcasts.
9.5 WIKIS AND WIKIPEDIA
9.5.1 Overview
In the Wiki Encyclopedia a wiki is defined as “… a type of website that allows visitors to
easily add, remove, or otherwise edit and change some available content, sometimes
without the need for registration. This ease of interaction and operation makes a wiki an
effective tool for collaborative authoring. It was created in 1994 and installed on the web
in 1995 … .” http://en.wikipedia.org/wiki/Wiki
There are currently debates in the media on the quality and correctness of facts and
information in the Wikipedia Encyclopedia. For an excellent introduction to Wikipedia,
created by North Carolina State University Libraries, watch the following YouTube video:
http://www.youtube.com/watch?v=QY8otRh1QPc

Read the relevant section in the prescribed book (Williams & Sawyer 2015: p 73; 409)
(a) Explain the difference between a wiki and Wikipedia.
(b) Discuss guidelines for evaluating web resources.
9.5.3 Activity
(i) Discuss the advantages and disadvantages of Wikipedia.

You will have to read wider than your prescribed book to write this paragraph.
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9.6 WEB 2.0 AND THE SOCIAL WEB
9.6.1 Overview
Web 2.0 helps one to create, collaborate, edit and share user-generated content online.
The Computer Desktop Encyclopedia defines Web 2.0 as:
“An umbrella term for the second wave of the World Wide Web, which was coined in a conference
on the subject in 2004 by O’Reilly Media and CMP Media (later taking its parent name of United
Business Media). Sometimes called the ‘New Internet’, Web 2.0 is not a specific technology;
rather, it refers to two major paradigm shifts. The one most often touted is ‘user-generated
content’, which relates more to individuals. The second, which is equally significant, but more
related to business, is ‘cloud computing’.”
From this definition we can deduce that the power of user-generated content is much
more prominent, and social networking have grown tremendously during the past few
years. The power and influence of social networks can be seen clearly in events in Egypt
in 2011 where it led to the fall of the Egyptian President.
Figure 9.2
Web 2.0 tools
(Bankey, 2019).

(a) Explain Web 2.0.
(b) What is social networking websites?
(c) Name five media sharing websites.
(d) What are social-network aggregators?
(e) What are Twitter and Tumbler?
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9.6.3 Activity
(i) Choose an example of a social networking website, a media sharing website and
a social-network aggregator and write short notes on each.

There is a wealth of information available on the web about all the social networks.

Please watch the following TED talk by Wael Ghonim: Inside the Egyptian revolution.
https://www.youtube.com/watch?v=SWvJxasiSZ8
• Discuss the role of Social Media during the Egyptian revolution.
9.7 E-BOOK READERS
9.7.1 Overview
It can be asked whether electronic books are better than printed books. The answer is
not just a “yes” or a “no”; there are many advantages as well as disadvantages between
the two formats.
According to Williams and Sawyer (2015: 380), the benefits of e-readers include price,
screen size, connectivity as well as its features and portability.

Read the relevant section in the prescribed book (Williams & Sawyer 2015: p 380; 403)
(a) Define e-books.
(b) What is electronic paper?
(c) Discuss the advantages and disadvantages of e-book readers.
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9.7.3 Activity
(iv) Write a paragraph on the advantages and disadvantages of e-book readers.

Information to write the paragraph is in your prescribed book on page 380.
9.8 SMARTPHONES
9.8.1 Overview
According to Williams and Sawyer (2015: 373), smartphones have shaken the telephone
industry by combining various features into one device. These features include GPS
capabilities, digital media player, camera, PDA and much more.

(a) How are smartphones different from basic cellphones?
(b) Name functions available on smartphones.
(c) Discuss the effects of cellphones on society.
9.8.3 Activity
(i) Write a paragraph on the effects of cellphones on society.

Information to write the paragraph is in your prescribed book on page 376.
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9.9 OTHER TECHNOLOGICAL DEVELOPMENTS OF WHICH TO
TAKE NOTE
9.9.1 Overview
There are numerous technological developments happening all the time. As future
information professionals you must take note of it. I have listed a few. Please find your
own additional information on it.
9.9.2 South African ICT projects: telecentres, digital villages, multipur-

pose community centres (MPCCs)
Telecentres are also known as public access points. The primary goal of a telecentre is
the public provision of tools to enhance communication and the sharing of information.
Telecentres provide computer access and training courses, e-mail and internet, CD-ROM
libraries, fax, phone and photocopying.
In South Africa, Microsoft developed an initiative of digital villages to make technology

more accessible to individuals. The villages are computer resource centres equipped with
state-of-the-art technology. They are managed by members of the community who have
been trained in the necessary IT and management skills.
MPCCs are seen as one way of bringing government closer to the people. It is one-stop
centres where local, provincial and national government, as well as other service-providers,
offer much needed services and information about government programmes to local
communities. A telecentre can also be part of an MPCC. For more information concerning
MPCCs, please visit the following website: http://www.thusong.gov.za/documents/artic_
pres/gov_dev_comm.htm
9.9.3 The “open source” debate

Open source/access means the free access to literature (mostly scholarly) on the public
internet, permitting users, among other things, to read, download, print and search the
information without having to pay for it. It is also linked to access to free software – a
good example is LINUX, which was developed using only free software.
For more information concerning this debate, please watch the following YouTube panel
discussion by GitHub Universe 2018 – Open source for good: The people and projects
driving change: https://www.youtube.com/watch?v=FhQNvJuSl3k
9.9.4 Web 3.0

If we look back to Web 1.0, we can describe it as a library of information. With the
development of Web 2.0, it was defined as making connections between people – the so-
called social web. Web 3.0 is the semantic web – as it will connect “pieces” of information
to help answer questions. Web 3.0 can be described as a giant database. To find out
76
exactly what Web 3.0 is, please watch the following YouTube video by Juan Benet at the
Web3 Summit 2018: https://www.youtube.com/watch?v=l44z35vabvA
9.10 THE FOURTH INDUSTRIAL REVOLUTION
9.10.1 Overview
According to Professor Klaus Schwab, Founder and Executive Chairman of the World
Economic Forum, we are at the beginning of the Fourth Industrial Revolution; this
Revolution is fundamentally changing the way we live, work, and relate to one another
(Schwab, 2015). This revolution which builds on the third, is characterized by a fusion
of technologies that are blurring the lines between the physical, digital, and biological
spheres.
The Fourth Industrial Revolution will change not only what and how we do but also who
we are. It will affect our identity and all associated issues: how we conceptualize privacy
and ownership, how we consume, how we allocate time for work and leisure, how we
develop skills, plan careers, and form relationships with people.
Technologies such as artificial intelligence, the Internet of Things (IoT), cloud computing,
social media, data science, 3D printing, connected wearable devices, quantum computing,
robotics, and genetics are the driving forces of this Revolution. These transformative
technologies will impact all disciplines, economies, businesses, societies, and individuals
(Schwab, 2015).
Opportunities of the 4th Industrial Revolution:
According to Xu et al (2018), “we can predict the opportunities that comes with the fourth
industrial revolution: 1) lower barriers between inventors and markets, 2) more active role
for the artificial intelligence (AI), 3) integration of different technics and domains (fusion),
4) improved quality of our lives (robotics) and 5) the connected life (Internet)”.
First, the fourth industrial revolution is likely to lower barriers between inventors and
markets due to new technologies such as 3D printing (Anderson, 2012). New technologies,
such as 3D printing, allow inventors with innovative ideas to begin small companies with
lower start-up costs. The entrepreneur can bring the product ‘to life’ with 3D printing,
without the normal time constraints often encountered with traditional prototyping
methods.
Second, increasing developments in artificial intelligence point to noteworthy economic

disruptions in the following years. Artificial systems that unravel complex problems pose
a threat to many kinds of employment, but also offers new opportunities to economic
growth.
Third, innovative technologies will incorporate different scientific and technical disciplines.
Key forces will come together in “a fusion of technologies that is blurring the lines between
physical, digital, and biological spheres.” (Schwab, 2015) This fusion of technologies goes
77 INS2701/1
past mere combination. It blends incremental enhancements from several (often previously
separated) fields to create a new product.
Fourth, robotics can and will transform our lives in the near future. These robots are
automated tools that can cook food, play our music, record our shows, and even run our
cars. Therefore, robots have the possibility to improve the quality of our lives at home,
work, and many other places.
Fifth, the Internet of things (IoT) is the Internetworking of physical devices. “By 2010,
the number of computers on the Internet had surpassed the number of people on the
earth.” (Gershenfeld and Vasseur 2014,)Typically, the IoT is expected to offer advanced
connectivity of devices, systems, and services that goes beyond machine-to-machine
(M2M) communications and covers a variety of protocols, domains, and applications.
(Holler, et al. 2014)
Figure 9.3
From the First Industrial Revolution to the Fourth Industrial Revolution
(Mathas, 2013).
9.11 CONCLUSION
In this study unit, you were introduced to telephony, multimedia on the web, webcasting,
blogging, RSS and podcasting, wikis and Wikipedia, Web 2.0 and the social web, e-book
readers, smartphones, telecentres, digital villages, multipurpose community centres
(MPCCs), the “open source” debate and Web 3.0. To stay abreast of the latest technology
trends is not always easy – but as future information workers you must read widely to
take note of the latest developments.
78
BIBLIOGRAPHY
This bibliography merely gives an indication of a few sources dealing with information
and communication technologies, as well as sources we used in the text when compiling
this study guide. The content of this study guide will be enhanced and updated by
references to additional reading matter, which will be supplied to you on myUnisa and
in tutorial letters in the 100 series. Use these additional resources to do your assignments
and prepare for the examination.
Please remember that webpages are volatile – there is unfortunately no guarantee that
these webpages will still be there.
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On behalf of the Department of Information Science, we welcome you to the module

ii. Purpose of this module

• Acquaint you with the field of information systems/ICT.

iii. Learning outcomes

The module is designed to provide you with an introduction to information and

After completion of the module, you should be able to:

• Demonstrate an understanding of information technology development

iv. Prescribed book

The prescribed book for this module is:

Williams, BK & Sawyer, S. 2015. Using information technology: A practical introduction to

Each chapter also highlights career opportunities in information and communication

• assisting you to search for additional information on the web

Each chapter concludes with a brief discussion of recent technological advancements.

An online learning centre is available at www.mhhe.com/uit11e, to provide you with

We wish you success in your studies!

By the end of this study unit, you should be able to:

1.1.2 Defining technology

The Oxford Dictionary of Philosophy (1994:373) defines “technology” as “The knowledge

There are two important points that we wish to stress here.

Secondly, technology influences society in foreseen and unforeseen ways. If we improve

1.1.3 Defining information and communication technology

New information technologies usually complement existing technologies that are in

1.2 INFORMATION TECHNOLOGY AND YOUR LIFE

1.2.2 The two parts of IT: Computers and communications

Its purpose is to speed up problem solving and increase productivity.

Communications technology, also called telecommunications technology, consists

1.3 WHERE IS INFORMATION TECHNOLOGY HEADED?

Developments in computers Developments in

1.3.4 Feedback on the activity

1.3.5 Extra activity

After watching the video, please answer the following question:

By the end of this study unit, you should be able to:

2.2 HOW COMPUTERS WORK: THREE KEY CONCEPTS

2.2.2 Reading activity

2.2.4 Feedback on the activity

2.3.2 Reading activity

2.4 COMPUTER HARDWARE

2.4.2 Reading activity

2.4.5 Extra activity

After watching the video, please answer the following questions:

• What supplies power to the system board and other components?

2.5 COMPUTER SOFTWARE

2.5.2 Reading activity

2.5.4 Feedback on the activity

By the end of this study unit, you should be able to:

3.2 INFORMATION STORAGE

For processing information, it should be stored on or in a medium where it can be stored

Step 1. The information is recorded by an instrument or apparatus on the information

3.2.4 Feedback on the activity

3.3 DEVELOPMENT OF INFORMATION STORAGE AND

In Mesopotamia (part of present-day Iraq) cuneiform writing was developed. In Wikipedia,

Writing influenced society in many ways. It is regarded as the beginning of civilisation,

Telecommunication, and particularly the convergence of telecommunication and

3.3.2 Reading activity

3.3.4 Feedback on the activity