TTL 1: Module 1 (Lesson 3) 3.

Support for new instructional approaches

LESSON 3: ELEMENTS FOR USING ● Cooperative learning can be
TECHNOLOGY IN EDUCATION ● Intelligent sharing can be
● Problem Solving and Higher level of
Learning Objectives:
thinking skills can also be used
● Identify the different elements for using
4. Increased Teacher productivity
technology in education;
● Identify the objectives of teaching ● Teachers can work with students by
technology; and helping with production and record
● Appreciate the importance of using keeping task
technology in the delivery of the lesson. ● Teachers can provide more accurate
information quickly
Introduction
● Teachers can provide a better-looking and
One of the most difficult and time- student-friendly materials
consuming parts for a teacher is the preparation ● Technology can help teachers in word
of the lesson plan. What makes it difficult to do? processing, spreadsheet, database, grade
Many would say that objectives should be the first book, graphics, desktop publishing,
to be filled in before the activity but others plan instructional management, and test
the activities first before generating its objectives. generation. Compilation of materials can
Either of the two, should I say, can work as long lessen their workload when they teach the
as the whole content of the plan synchronizes same subject in the future.
from the objective down to the assessment part.
5. Required skills for an information age
The integration of the use of technology in
● Technology Literacy
teaching is a challenging role of a teacher. It
● Information Literacy
would simply need more time and effort for the
● Visual Literacy
preparation part, but nonetheless, a bit easier
during the presentation part. Application of
technology in teaching adds attraction to the
NOTE: “Technology will never replace great
learners most specially this generation. The next
teachers, but technology in the hands of a great
question is when and at what part of the lesson
teacher can be transformational” - George Couros
we will be integrating technology?
Input
Elements for Using Technology in Education
1. Motivation
● Attainment of learner attention students
enjoy watching situation where they
seemed to be the key players
● Inspiring the learner through production of
work
● Increasing perceptions of learner control
(creating diagrams and other stimulating
visual activities)
2. Unique Instructional Capabilities
(considering the four pillars of education)
● Learners can easily link the information
sources and other tools (hyperlink,
hypertext)
● Learners can easily track progress (e-
portfolio and others)
● The learners can visualize problems and
solutions (interactive visual media)
● The Learners can create their technology-
based products
Module 2 (Lesson 1) could support the education system to make the
learning process enhanced. Whereas, teachers
ICT Policies and Issues Implication to Teaching
can adopt technology that will fit to the needs of
and Learning
the learners. The following are the policies. (Lifted
Lesson 1: Policies and Issues on Internet and from:
Implication to teaching and Learning
1. ICT in Education Masterplan for all levels,
I. Objectives: including a National Road map for faculty in ICT
in Education. A national framework for ICTs in
1. Informed the learner on ICT Policies and Basic Education.
Issues.
2. Content and application development
2. Discuss some issues of using ICTin education. through the open content in Education Initiative
(OCEI) which converts DepEd materials 1 into
interactive multi-media content, develop
II. Introduction: applications used in schools, and conduct
students and teacher competitions to promote the
The pandemic of COVID -19 greatly affected the
development of education-related web content.
education system. However, the CHED directed
HEIs to limit the physical interaction of students 3. PheDNet, is a “walled “garden that hosts
and faculty in school premises.Hence, they will educational learning and teaching materials and
implement a continuity of inclusive education applications for use by Filipino students, their
approach by use of appropriate modes of parents and teachers. All public high schools will
delivery; (Philippine News Agency, April 30, be part of this network with only DepEd approved
2020). multimedia applications, materials and mirrored
internet.
With the crisis that the education is facing, the
HEIs will use flexible learning, ICT will be a 4. Established Community eLearning Centers
powerful tool to deliver the lesson to the students. called eskwela for out-of-school youth (OSY)
In this lesson, policies and issues on ICT to providing them with ICT-enhanced alternative
teaching and learning will be dealt with. education opportunities
III. Think note (Reflective question) 5. eQuality program for tertiary education
through partnership with state universities and
Education can be accessed through the tip of our
college (SUCs) to improve quality of IT education
finger with the use of different forms of ICT. How
and the use of ICT education in the country,
often you used it. What type of ICT are you
particularly outside of Metro Manila.
familiar and commonly used? Are you aware of
the policies and issue of concerningICT? In this 6. Digital Media Arts Program which builds
lesson, you will be given information on how digital media skills for the government using Open
helpful it is in the teaching and learning process. Source technologies. Particular beneficiary
agencies organizations, the Cultural Center of the
IV. Content:
Philippines, National Commission for Culture and
1. ICT Policies which are applicable to teaching
Arts and other government arts agencies, State
and learning
Universities and Colleges and local government
2. ICT Technologies
units.
B. Concept: 7. ICT skills strategic plan which develops an
inter-agency approach to identify strategic and
Information and Communication Technology
policy recommendations to address ICT skills
(ICT) in education is an access to information and
demand-supply.
communications technology that will serve as a
powerful tool for teaching and learning process. Common Issues in using internet:
1. Limited accessibility and network connection
Policy refers to the guidelines or rules to be
2. School with limited technical support
followed or serve as direction. It is also an action
3. Lack of effective training
to prevent problems that may arise.
4. Limited time
ICT policy deals with the guidelines or rules on 5. Lack of teachers’ competency
how information and communication technology
 7. Posts that come back to Haunt a child
later in life.
TTL 1: Module 2
ICT Policies and Issues Implication to
Teaching and Learning Online Safety Tips:
Lesson 2: Safety Issues on the Use of ICT 1. Keep Personal Information Professional
including e-safety rules and Limited
2. Keep Your Privacy Settings On
I. Objectives: 3. Practice Safe Browsing
4. Make Sure Your Internet Connection is
1. Identify safety issues on the Secure. Use a Secure VPN Connection
use of ICT 5. Be Careful What You Download
2. Determine and apply e-safety 6. Choose Strong Passwords
rules in the use of ICT. 7. Make Online Purchases from Secure Sites
8. Be Careful What You Post
II. Introduction: 9. Be Careful Who You Meet Online
10. Keep Your Antivirus Program Up to Date
There are different types of ICT applied in
education. These types enable interactive
Related search:
collaborative learning best suited to today's
situation whereas, face to face method of Law on personal data protection
teaching is not permitted. There will be different
methods to be implemented in teaching, and one
of those is with the use of the internet. Through MODULE 3 – THEORIES AND PRINCIPLES IN
this, it will improve the performance of the learner. THE USE AND DESIGN OF THE
However, there might be issues that might meet TECHNOLOGY DRIVEN LESSONS
me using the internet. In this lesson, you will learn
how to avoid challenges. Introduction

III. Content: In this module, significant theories and

1. Safety Issues on the use of ICT principles in the design and use of the technology
2. E-safety rules in the use of driven lessons as applied to classroom
ICT. instructions are undertaken at this point. The
prominent authorities who contributed in the
IV. Discussion: technology and learning are included giving
insights on models applicable in the teaching and
learning. This elaborates how the digital
What to do: Read an article or news technologies enhanced the environment in
about improper use of the internet. Share it to instruction.
your 3 classmates. What are the common issues
observed from your reading? Compare it to you Objectives:
classmates’ work. What should be done to avoid
At the end of this module, you should be able to:
these consequences?
1. Develop teaching plans and selection of
1. What are the common issues observed from
instructional materials utilizing the
your reading?
2. What should be done to avoid these learning principles and theories.
consequences?
2. Apply different technology-driven teaching-
There are few dangers in using internet: learning models.
1. Cyberbullying
2. Cyber Predators 3. Classify the sensory aids in the Cone of
3. Posting private Information Experience.
4. Phishing 4. Utilize the models in the use and design of
5. Falling for Scams technology enhanced driven lessons through
6. Accidentally Downloading Malware
blogs, infographics, or other tools useful to 1. Direct purposeful experiences – These refer
classroom instruction. to the foundation of experiencing learning. Using
the senses, meaningful knowledge and
understanding are established. This is
experiential learning where one learns by doing.
2. Contrived experiences – The representations
such as models, miniatures, or mock ups are
Lesson 1 - Edgar Dale’s Cone of Experience used. These are the things or events that may be
● Edgar Dale, introduced the Cone of beyond the learners grasp and so contrived
Experience in 1946 which displays the experiences can provide a substitute.
progression of experiences from the most 3. Dramatized experiences – A reconstructed
concrete (at the bottom of the cone) to the experience through role playing or dramatization.
most abstract (at the top of the cone)
(Davis et. al., 2014). The Cone of 4. Demonstrations – These show how things are
Experience is a visual model, a pictorial done. It is an actual execution of a procedure or
device that presents bands of experience process.
arranged according to degree of
5. Study trips – These are actual visits to certain
abstraction and not degree of difficulty
locations to observe a situation or a case which
(Corpuz et. al., 2012).
may not be available inside the classroom.
6. Exhibits – These are displays of models such
as pictures, artifacts, posters, among others that
provide the message or information.
7. Television and motion pictures – These
technology equipment provide a two- dimensional
reconstruction of a reality. These allow learners to
experience the situation being communicated
through the mediated tools.
8. Still pictures, Recordings, Radio – Still are
pictures or images. Audio-recorded materials or
information broadcast through the radio are in this
category.
9. Visual Symbols – These are more abstract
Dale (1969) asserts that: representations of the concept or the information.
The pattern of arrangement of the bands of 10. Verbal Symbols – This is the most abstract
experience is not difficulty but degree of because they are represented in symbols, words,
abstraction – the amount of immediate sensory codes or formulae. (Bilbao et. al., 2019).
participation that is involved. A still photograph of
a tree is not more difficult to understand than a
dramatization of Hamlet. It is simply in itself a less Three Stages of Representation
concrete teaching material than the
dramatization. Jerome S Bruner presents a three-tiered model
of learning where he points out that every area of
In our teaching, then, we do not always begin with knowledge can be presented and learned in three
direct experience at the base of the Cone. Rather, distinct steps. He identified three stages of
we begin with the kind of experience that is most cognitive representation.
appropriate to the needs and abilities with many
other types of learning activities. (Dale, 1969 as 1. Enactive, which is the representation of
cited by Corpuz et. al., 2012). knowledge through actions.
2. Iconic, which is the visual summarization of
images.
The Bands in Dale’s Cone of Experiences
3. Symbolic representation, which is the use of Pedagogical Knowledge (PK) – This describes
words and other symbols to describe teachers’ knowledge of the practices, processes,
experiences. and methods regarding teaching and learning.
Technological Knowledge (TK) – This
describes teachers’ knowledge of, and ability to
use various technologies, technological tools, and
associated resources.

Lesson 2 - TPACK as a Framework for

Technology-Driven Teaching and Learning
For further understanding of the acronyms,
Punya Mishra and Matthew J. Koehler’s 2006
Technological pedagogical knowledge (TPK)
TPACK framework focuses on the three types of
describes relationships and interactions between
knowledge which are technological knowledge
technological tools and specific pedagogical
(TK), pedagogical knowledge (PK), and
practices, while
content knowledge (CK).
Pedagogical content knowledge (PCK)
The TPACK framework outlines how content
describes the same between pedagogical
(what is being taught) and pedagogy (how the
practices and specific learning objectives; finally,
teacher imparts that content) must form the
foundation for any effective edtech integration. Technological content knowledge (TCK)
The content and support of pedagogy must describes relationships and intersections among
communicate to enhance students’ learning technologies and learning objectives.
experience in the implementation of technology.
These three constitute the TPACK, where the
relationships among all three areas, and
acknowledges that educators are acting within
this complex space. (Kurt, 2018).

SAMR
The SAMR Model is a framework created by Dr.
Ruben Puentedura that categorizes four different
degrees of classroom technology integration. The
letters “SAMR” stand for Substitution,
Augmentation, Modification, and Redefinition.
The SAMR model was created to share a
common language across disciplines as teachers
strive to help students visualize complex
concepts.

The three types of knowledge – TK, PK, and CK –

are thus combined and recombined in various
ways within the TPACK framework.
Content Knowledge (CK) – This describes
teachers’ own knowledge of the subject matter. It
includes knowledge of concepts, theories,
evidence, and organizational frameworks within a
particular subject matter.
S – Substitution. It uses technology as alternate
for the regular item to augment or assist
instruction.
A – Augmentation. There is a functional
improvement in the use of the technology tool.
M – Modification. The technology is used to
redesign a lesson.
R – Redefinition. Technology allows the creation
The figure has been taken from the google site which shows
of a new concept that has not been previously comprehensive integration of the taxonomy in digital aspects using
conceptualized. technologies. Applications and tools describe the technologies in
fusion of the revised bloom’s taxonomy and SAMR model.

MODULE 4: LESSON 1: 21ST CENTURY

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

The twelve 21st Century skills are:

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
Bloom’s Digital Taxonomy 7. Technology literacy
8. Flexibility
Benjamin Bloom is the author of the Taxonomy 9. Leadership
of Objectives. This has been modified by his 10. Initiative
students, Anderson and Krathwohl, which made it 11. Productivity
Revised Bloom’s Taxonomy. 12. Social skills
● These skills are intended to help students
keep up with the lightning-pace of today’s
modern markets. Each skill is unique in
how it helps students, but they all have
one quality in common.
● They’re essential in the age of the
Internet.
 ● Technology literacy: Understanding the
machines that make the Information Age
possible

Life skills (FLIPS) take a look at intangible

elements of a student’s everyday life. These
intangibles focus on both personal and
professional qualities.
● Flexibility: Deviating from plans as
needed
● Leadership: Motivating a team to
accomplish a goal
● Initiative: Starting projects, strategies,
and plans on one’s own
● Productivity: Maintaining efficiency in an
age of distractions
● Social skills: Meeting and networking
with others for mutual benefit

Altogether, these categories cover all 12 21st

Century skills that contribute to a student’s future
career.
This is not an exhaustive checklist of career
readiness skills — but they’re the career
readiness skills that overlap with 21st Century
skills!

The Three 21st Century Skill Categories

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

THE COMPUTER SYSTEM a. Memory Unit

b. Arithmetic and Logic Unit
● Computer - a machine that can be c. Control Unit
instructed to carry out or logical operations
automatically via computer programming OUTPUT UNIT
● Programs - modern computers have the
- The third and final component of a computer
ability to follow a generalized set of
system is the output unit.
operations, called programs; these
programs enable computers to perform an - After processing the data, it is converted into a
extremely wide range of tasks. format which humans can understand.
- After conversion, the output units display this - These are a set of instructions, written in code,
data to users. to construct a computer on how to perform a task,
run a software, do calculations, etc.
Examples: Monitor, Screens, Speakers, Printers;
Thus, output units basically reproduce the data Types of Procedure in a Computer:
formatted by the computer for user’s benefit
● Hardware-Oriented Procedure
ELEMENTS OF A COMPUTER SYSTEM ● Software-Oriented Procedure
● Internal Procedures
1. HARDWARE
5. DATA
- These are all the physical aspects of a computer
system. They are tangible, hardware components - the raw facts and figures that we input in the
are electronic or mechanical instruments, like computer.
keyboard, monitor, printer, etc.
- the data gets processed via the computer
Types of Hardware: system and becomes information, which is
processed and organized data.
● Input Hardware
● Output Hardware - information can then be used for decision-
● Processing and Memory Hardware making purposes
2. SOFTWARE - the measurement of data is done in terms of
“bytes”
- a set of programmes (computer instructions),
which helps the user to do a set of specific tasks. - one kilobyte (KB) is 1 million bytes and finally, 1
gigabyte (GB) is approximately 1 billion bytes.
- it helps the user interact with the computer
system with the help of hardware. 6. CONNECTIVITY
- Software, as you can imagine, is the tangible - this is when the computers are linked to a
aspect of the system. network.
- it facilitates sharing of information, files, and
other facilities.
- computers can connect to a network via LAN
Six Types of Software:
cables, Bluetooth, Wi-Fi, Satellites, etc.
● Operating System
- the internet is the most obvious example of
● Application Software
connectivity in a computer system.
● Utility Software
● Language Processor ★ Therefore, the development of computer
● System Software systems can be seen as a process in
● Connectivity Software which information processing knowledge
is transferred into the information system
3. PEOPLE WARE
being developed. Moreover, computer
- The people interacting with the computer system systems need to be updated when the
are also an element of it; we call this element the systems it describes change in which they
liveware. process information.

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

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

IV. CHARLES BABBAGE

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

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