Concise Ict Fundamentals Volume One

By BRIGHT SIAW AFRIYIE

Knowing that this world is now moving toward a global villagewe are in information era where practically nothing can be done without the power of computers in most industries. A solid knowledge about fundamentals of computing has become indispensable in everyday life. This book has been prepared for you to uncover several confusing concepts that pose a big challenge to computer learners and users. I am coming from both educational and professional background with great experience to better alienate the hinges that serve as obstacles to high-tech solutions to everyone. It is the togetherness of a great practical experience, educational and teaching skills, technical know-how, and continuous customer value-added service and research that has always been the source of creation of this book and three other computer science books. The feedbacks so far received from few professors in information technology in Dallas, Texas, area strongly suggests the use of these books as a great fundamental and companion material for computer science students. In Ghana, the Education Service and Curriculum Research and Development Department (CRDD) has approved the Concise ICT Fundamentals textbook as the recommended supplementary material for the teaching and learning of ICT in senior high schools, technical schools, and colleges of education and for general usage.
The organization of the core material in this book both provides support training unconditionally to everyone who wants to be computer literate and also extends its learning curve to high quality ICT systems engineering to individuals or companies already operational in the high-tech industry. This book provides a solid foundation for information technology. This book is essentially prepared for senior high school and first year college students. You dont want to miss this good news.

• Language: English
• Publisher: Trafford Publishing
• Release date: Oct 1, 2012
• ISBN: 9781466947122

Book preview

© Copyright 2012 BRIGHT SIAW AFRIYIE.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written prior permission of the author.

ISBN: 978-1-4669-4713-9 (sc)

ISBN: 978-1-4669-4712-2 (e)

Trafford rev. 07/25/2012

Image2422.JPG www.trafford.com

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CONTENTS

Preface

Why I should buy this book?

About the Author

Dedication

Acknowledgement

CHAPTER 1 BASIC ICT CONCEPTS

1. Basic ICT Concepts

1.1. Information and Communications Technology (ICT)

1.2. Information Processing Cycle

1.3. Uses of ICT Tools

1.4. Impact of ICT on Educational, Social, and Economic Development

1.5. Career Opportunities

1.6. The History of the Development of Computers

1.7. Introduction to Computers

1.8. Threats to Computers and Users

1.9. Responsible Use of Computers

1.10. Assignments-1

1.11. Exercises-1

CHAPTER 2 HARDWARE

2. Computer Hardware

2.1. Computer Hardware

2.3. Computer Motherboard

2.4. The Computer Memory

2.5. The Input/Output Devices

2.6. Modems and Network Cards

2.7. External Peripherals

2.8. The Computer Storage Devices

2.9. Assignments-2

2.10. Exercises-2

CHAPTER 3 COMPUTER SOFTWARE

3. Software

3.1. What is Computer Software?

3.2. System Software

3.3. Application Software

3.4. Platform

3.5. Differences between Open Source and Proprietary Software

3.6. How to Launch Applications

3.7. Assignments-3

3.8. Exercises-3

CHAPTER 4 KEYBOARDING AND MOUSE SKILLS REVIEW

4. Keyboarding and Mouse Skills Review

4.1. Keyboarding

4.2. Using Mouse Skills in a Document

4.3. Assignments-4

4.4. Exercises-4

CHAPTER 5 WORD PROCESSING

5. Word Processing

5.1. Brief Overview of Word Processing

5.2. Word Processing Packages and Their Uses

5.2. Microsoft Word Processor

5.3. Creating a Word Document

5.4. Opening and Saving a Word Document

5.5. Editing Text in Word Processing Document

5.6. Formatting Word Processing Document

5.7. Paragraphs

5.8. Change Case

5.9. Headers and Footers

5.10. Page Numbering

5.11. Selecting Text

5.12. Document Views

5.13. Show/Hide (Reveal Codes)

5.14. Page Breaks

5.15. Inserting Tables and Symbols

5.16. Printing

5.17. Microsoft Word 2007

5.18. Formatting in Word 2007

5.19. Insert Pictures, Hyperlinks, Headers and Footers

5.20. Spelling and Grammar Check

5.22. Practice Work

5.23. A New File Format in Word 2007

5.24. Microsoft Office Word 2010

5.25. Assignments-5

5.26. Exercises-5

CHAPTER 6 INTERNET

6.Internet

6.1. Overview and Concepts of Internet

6.2. What is the Internet?

6.3 World Wide Web and Web Servers

6.4. Advantages and Disadvantages of Internet

6.6. Some Internet Service Providers (ISPs)

6.7. Features of a Browser

6.8.The Rules and Regulations in the Use of the Internet

6.9. Using the Internet to Communicate

6.10. Internet Search Engine

6.11. What is HTML?

6.12. Assignments-6

6.13. Exercises-6

Glossary

Bibliography and References

Preface

As the title suggests, this book is intended for students who want to learn about computers. It’s a useful tool for both beginners in general computer technology and students in introductory class in colleges and universities. The main reason behind the publishing of this book is to offer a little contribution to a concise learning material to boost computer literacy among the mass population that have some difficulties in coping up with the fast pace of the endless computer evolution. To some, it may sound weird, but the undeniable fact is that even if you’re an expert in the field you would still have to be on your toes to be able to catch up with the fast growing pace of today’s computer technology. It will therefore make sense to gain a prior exposure to some of the vital fundamental concepts covered in this book. The reader may refer to my first book entitled Introduction to Computer Fundamentals, second edition for further studies on hardware.

I want to ask you an unavoidable question, Why would anyone want to use a computer. The answer is simple: to enhance any business activity. This new millennium is practically information technology era. Almost no efficient work could be done without the computer power. There is greater need for any user, being an individual or a business, to know which computers to use for a particular job, which software, what are the specifications for internet, which implies that appropriate specifications must be considered before even deciding to purchase.

This book contains useful information that readers need to know to lay a solid foundation for computing-embracing ICT concepts, hardware and software components and communicate safely on the internet. This book provides concise fundamentals of ICT with the objective of guiding readers to understand the basic concepts of ICT, in learning about both hardware and software in general. The student will also acquire basic knowledge and skills in typing and also learn about most efficient use of the internet to communicate. After reading this book thoroughly, readers may not worry about the need to consult other sources to understand how computer works, but would have more confidence in computer business ranging from identifying components, maintenance to basic system designing and computer marketing. The main goal here is to acquaint the reader with the main hardware and software components, and fundamental concepts of ICT, and proficient in using the word processor, and internet-enough so you would be able to continue your passion in computer education on your own.

It has been my experience that introductory computer science books tend to do a great deal of handholding. They cover concepts at a very slow pace, primarily by padding them heavily with overblown examples and irrelevant junks that only the author could conceivably find amusing. In my opinion, this seems to be unprofessional and the reader would definitely find it quite disadvantageous to take perhaps 460 pages and pad it with 800 pages of irrelevant junks.

This book is straightforward and concise to the subject matter. From chapter one of basic concepts of ICT through chapter six of internet, the reader would have a lot to discover from the 460 pages in the present edition. The book contains 76 assignments and 276 multiple choice questions.

To all beginners chapter one would perhaps be the solid concrete. It discusses not only the ICT basic concepts, and computer evolution, but also removes some of the fear new beginners might have in operating computers for the first time.

The Book’s Audience

As an introduction to Information and Communication Technologies this book is primarily addressed to two groups of readers;

• Beginners in general computer technology and,

• First year college students and Senior High School Students

Beginners group: The beginners group includes first time computer users, students reading computer science and information technology, computer sales representatives and new marketing agents. It’s also for any one who would like to know more about the in-and-outs of the computer machine. No previous experience is required to use this book.

First year college users and Senior High School Students: The first year college users and senior high school student users include general computer users, computer technicians, students reading computer science and engineering. System engineers and developers may also find this book very interesting for certain basic elements of computing they have long forgotten. New programmers may also fall into this category. Computer experts can also take full advantage of this book by using it as a reference manual and a companion handbook.

Organization of this Book

Concise ICT Fundamentals Volume 1 is introductory to ICT Essentials composed of six major chapters with a glossary at the end. The organization of this book follows the principles of modern designing methodology commencing with simple abstraction, and gradually walking readers through more advanced stuffs without feeling the pinch. It also covers the senior high school curriculum with extra details that will certainly prepare students for their final exams. At the end of each chapter there are two sets of questions. The questions begin with student 76 assignments which are followed with 276 multiple-choice exercises spread across the chapters. The chapters are numbered from one to six and each subdivided under various topics. For instance 1.3.5 means: Chapter 1, Topic 3, and Sub-Topic 5. The tables and diagrams are also labeled in similar fashion. For example figure 1-5 means the fifth diagram of chapter 1.

The symbols commonly used in the book include <>,+, », >. For example +<0> means click the control key and the letter O simultaneously. Also File » Open or File > Open means Click on File and then Click Open.

Chapter 1. Basic ICT Concepts begins with the basic concept of Information and Communications Technology (ICT). This will lead the reader through the two basic units; the Information and Communications Technology (ICT) and Introduction to Computers. Students will learn the meaning of ICT and its related terminologies and know the difference between ICT Data and Information and how data is processed into information stored and distributed using the various devices. Students would be able to identify the uses of ICT Tool and the impact of ICT on educational, social and economic development. Various career opportunities, history of computers, types and uses of computers will be discussed in this chapter.

Chapter 2. Computer Hardware covers the general description of a computer as electronic device that is composed of two basic units, Hardware and Software. Student will learn that hardware is the tangible part of computer which can be physically seen or touched. All the components of computer which you can physically touch or see will be discussed here. This chapter will explore the various hardware of computer. We will discuss categories of the computer hardware, the vital components of the systems unit, input and output devices, types of storage devices, and devices which serve as both input and output.

Chapter 3. Computer Software, As the continuation of the previous chapter we still lay emphasis on a computer as electronic device that is composed of two basic units, Hardware and Software. Student will learn that the software is the intangible part of computer which you cannot physically touch or see. This chapter will also explore the various software of computer. We will cover the discussions on types of operating systems such as Microsoft windows, Linux, Unix and Macintosh etc, differences between open source and proprietary software, types, examples and uses of application software, launching application software.

Chapter 4. Keyboarding and Mouse Skills Review, deals with keyboarding and mouse skills review. We discussed under hardware that the main input devices for the computer, for example keyboard and mouse. This chapter actually covers how to use these devices. It begins by describing the features of a keyboard and mouse, and drag students into how to improve speed in typing using typing software. The usage of the numeric keypad and the uses of mouse and how to acquire the skills needed to successfully operate a computer. Students will be familiar with numerous ways of using mouse and mouse-pad.

Chapter 5. Word Processing-This chapter covers word processing. The student will be able to identify word processing packages and their uses, create a document using the word processor software and save the document. The chapter also discusses editing text in word processing document thus teaching the student to have the ability to edit, and save word document using editing tools such as spell check functions, copy, cut and paste, research and replace etc. Finally the reader will know how to format word processing document using formatting tools such as change font (style, size, color etc), text alignments, holding and number bulleting etc. We will be using Microsoft Word as the word processing software throughout the entire chapter. Insert objects, creation of tables, printing of word document are also covered.

Chapter 6. Internet-This chapter covers basic concepts and essential knowledge of the Internet. The student will be able to identify the features of browser window and the uses of these features. After reading this chapter the student will understand and be able to explain basic concepts, requirements and terminologies of internet such as chats, discussion board synchronous and asynchronous, world wide web, html, http, ftp, URL, IP/TCP, Email , Search engines, Blogs, Listservs etc. Student will understand Features and Uses of Browsers as well as using the Internet to communicate. This chapter will also cover the use of Uniform Resource Locators (URLs) and Search Engines to access Information and Downloading Information from the Internet, Accessing, Copying and Pasting Information from Internet to a Different Application e.g. Word. This chapter teaches how to create websites using HTML language.

From here I hope the reader would build a solid foundation for all diversified computing work.

Why I should buy this book?

Knowing that this world is now moving to global village-we are in information era where practically nothing can be done without the power of computer in most industries. Solid knowledge about fundamentals of computing has become indispensable in everyday life. This book has been prepared for you to uncover several confusing concepts that pose a big challenge to computer learners and users. I am coming from both educational and professional standpoint to better alienate the hinges that serve as obstacles to high-tech solutions to everyone. It is the togetherness of a great practical experience, educational and teaching skills, technical know-how and continuous customer value-added service research that has always been the source of creation of this book and two other computer science books introduction to computer fundamentals and introduction to object oriented programming using java. The feedbacks so far received from few professors in Information technology in Dallas, Texas area strongly suggests the use of this book as a great fundamental and companion material for computer science students. In Ghana, the Education Service and Curriculum Research and Development Department, CRDD has approved the Concise ICT Fundamentals textbook as the recommended supplementary material for the teaching and learning of ICT in Senior High Schools, Technical Schools, Colleges of Education and for general usage.

The organization of the core material in this book both provides support training unconditionally to everyone who wants to be computer literate, and also extends its learning curve to high quality ICT systems engineering to individuals or companies already operational in the high-tech industry. This book provides a solid foundation for information technology. This book is essentially prepared for Senior High School and First year college students. You don’t want to miss this good news.

About the Author

Bright Siaw Afriyie is a professional Information Technology Analyst. He is also the founder of Sab Softech USA, and in Ghana. Bright Siaw Afriyie, completed High School in Opoku Ware School in Kumasi, had a baccalaureate degree (BSc.) in Computer Science and an advanced degree in Telecommunications in University of Quebec in Canada. Bright also holds an MBA obtained from Graduate School of Management (GSM) at University of Dallas, Texas.

Bright Siaw Afriyie worked as a programmer/statistics for the World Health Organization (WHO) Onchocerciaisis Control Program in West Africa for seven years while stationed in Ouagadougou in Burkina Faso.

Bright still maintaining his great passion for Information Technology, served as Professor Assistant teaching Computer Data Communications in University of Quebec in Montreal for two years. Bright Siaw Afriyie’s Information Technology professionalism has extended to the United States where he has been teaching Visual Basic Programming in Brookhaven College and Object Oriented Java programming in Mountain View College. Bright’s innovation continues in the United States where he’s presently serving as Senior Information Technology professional in the City of Dallas,Texas in designing and maintaining several automated systems for Dallas 9-1-1 emergency dispatch. He has created several cross-platform systems that are currently functional supporting 24/7 emergency operations.

On the other side of the aisle Bright Siaw Afriyie is a traditional ruler having been enthroned as the chief of Adanse-Atobiase in May 5, 2005. His stool name is Nana Taaka II.

DEDICATION

This book is dedicated to:

1. My Son, Samuel Kofi Siaw Afriyie Jr.

2. My Dearest Wife, Lucy Siaw Afriyie for her love and support.

3. My parents: my Mother Nana Adufah, and Late Father, Samuel Kwasi Siaw

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ACKNOWLEDGEMENT

I am most thankful to My Heavenly Father for His amazing grace and guidance in designing, teaching and research work. I thank my family for their unchanging support for consistent long hours of research work and editing. A special thanks to my dear wife for her enduring support, and even sitting by me in late night long hours of each day that passed.

My sincere thanks go to the editor Lauren Hunt Wilson of University of Dallas for her constant collaborations and her special commitment for fast-track editing.

I wish to use this occasion to express my great appreciation to my own younger brother Eric Owusu Siaw and his wife for their word of encouragement and their moral support.

Finally, I will not end this acknowledgement, without mentioning the guidance and the support I received from Apostle John Adjormo Gama, and Reverend E. Dadebo. I sincerely thank the Curriculum Research and Development Division (CRDD) of Ghana Education Service, for their efficient book assessment and evaluation.

BRIGHT SIAW AFRIYIE

SAB-SOFTECH

CHAPTER 1 BASIC ICT CONCEPTS

Chapter one begins with the basic concept of Information and Communications Technology (ICT). This will lead us through the two basic units: Information and Communications Technology (ICT) and Introduction to Computers. Students will learn the meaning of ICT and its related terminologies as well as the difference between ICT Data and Information. They will also learn how data is processed into information stored and distributed using various devices. Students will be able to identify the uses of ICT tools and the impact of ICT on educational, social and economic development. Various career opportunities, the history of computers, and the types and uses of computers will be discussed in this chapter.

Objectives

1. Basic ICT Concepts

21105.jpg    Information and Communications Technology (ICT)

• What are ICT and ICTs? Related basic concepts and terminologies

• Information Processing Cycle

• Uses of ICT Tool

• Impact of ICT on Educational, Social and Economic Development

• Career Opportunities

21108.jpg    Introduction to Computers

• Types of Computers

• Uses of Computers

• Booting, Rebooting and Shutting Down of Computer

• Threats to Computers and Users

• Responsible Use of Computers

21110.jpg    Exercises and Assignments

1.1. Information and Communications Technology (ICT)

Though Information and Communications Technology may be a broad topic, under the objectives defined for senior high schools, it covers only the five items listed below:

21172.jpg    What are ICT (ICTs) and the related basic concepts and terminologies?

21174.jpg    Information Processing Cycle

21176.jpg    Uses of ICT Tools

21178.jpg    Impact of ICT on Educational, Social and Economic Development

21180.jpg    Career Opportunities

1.1.1. What are ICT and ICTs? What are related basic concepts and terminologies?

ICT stands for Information and Communications Technology, whereas ICTs stands for Information and Communications Technologies which are defined, for the purposes of this curriculum, as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. ICT and ICTs are known as acronyms (letters that stand for words and sound like the words themselves). The computer industry is full of terms, abbreviations and acronyms.

Information and Communications Technology can also be defined as the study of the technology used to handle information and aid communications. It is the combination of Informatics technology with other related technologies, specifically communication technology. Information and Communications Technology or Technologies (ICT or ICTs) in a broader term includes all technologies for the manipulation and communication of information. The term is sometimes used in preference to Information Technology (IT), particularly in the two communities, education and government. In the common usage it is often assumed that ICT is synonymous with IT. ICT in fact encompasses any medium to record information (magnetic disk/tape, optical disks (CD/DVD), flash memory etc. and also paper records); technology for broadcasting information-radio, television; and technology for communicating through voice and sound or images-microphone, camera, loudspeaker, and telephone to cellular phones.

ICT includes the wide variety of computing hardware (Personal Computers, servers, mainframes, networked storage), the rapidly developing personal hardware market comprising mobile phones, personal devices, MP3 players, and much more; the full range of application software from the smallest home developed spreadsheet to the largest enterprise packages and online software services; and the hardware and software needed to operate networks for transmission of information, again ranging from a home network to the largest global private networks operated by major commercial enterprises and, of course, the Internet. Thus, ICT includes more explicitly technologies such as computing, broadcasting and wireless mobile telecommunications.

Think of ICT as a product that embraces all the uses of digital technologies that facilitate individuals, businesses and organizations in the use of information. Hence, ICT covers any products that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. Examples of such products are personal computers, digital television, email, robots, etc. So, when talking about ICT, we focus our attention on storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other. (Digital technology refers to a data technology that uses discrete values such as numbers or letters to represent information. Usually numbers are 0 and 1.)

In modern business, ICT is often categorized into two broad types of products:

21183.jpg    The traditional computer-based technologies (things you can typically do on a personal computer or using computers at home or at work)

21185.jpg    The more recent and fast-growing range of digital communication technologies (which allow people and organizations to communicate and share information digitally)

Now, to demonstrate the kinds of products and ideas that are covered by ICT, we will have to take a brief look at these two categories:

Traditional Computer-Based Technologies

These types of ICT include:

Table 1-1 Standard Office and Specialist Applications

Digital Communication Technologies

The C in ICT refers to the communication of data by electronic means, usually over some distance. This is often achieved via networks of sending and receiving equipment, wires, and wireless and satellite links. In this course we will limit our discussions to only digital communications between computers.

The technologies involved in communications tend to be complex. You certainly do not need to understand them all for your ICT course. However, there are aspects of digital communications that you need to be aware of, primarily related to the types of networks and the ways of connecting to the Internet. There are two aspects of digital communications (internal and external networks) we would like to look at briefly.

Internal Networks

The internal network usually referred to as a local area network (LAN), involves linking a number of hardware items (input and output devices plus computer processing) together within an office or building. The aim of a LAN is to be able to share hardware resources such as printers or scanners, software applications, and data. This type of network is invaluable in the office environment where colleagues need to have access to common data or programs. One popular example of an internal network is intranet.

External Networks

The external network involves communications outside the internal network. Often you need to communicate with someone outside your internal network, in which case you will need to be part of a Wide Area Network (WAN). The Internet is a good example of the ultimate WAN-it is a vast network of networks.

ICT in a Broader Context

This ICT course will cover the above examples of ICT, perhaps focusing on the use of key applications such as word processing, spreadsheets, databases, presentation, graphics and Web design software. It will also cover the following important topics that deal with the way ICT is used and managed in an organization:

21187.jpg The nature of information (the I in ICT): this covers topics such as the meaning and value of information, how information is controlled, the limitations of ICT, and legal considerations.

21189.jpg    Management of information: this covers how data is captured, verified, and stored for effective use; the manipulation, processing and distribution of information; keeping information secure; and designing networks to share information.

21191.jpg    Information systems strategy: this considers how ICT can be used within a business or organization as part of achieving goals and objectives.

As you can see, ICT is a broad and fast-changing subject. We hope this study material will help you master ICT.

1.1.2. The Difference between Data and Information

Data and information appear to be similar in meaning, but they are different in terms of ICT. It is important that you understand the difference between data and information.

Data

Data can be described as "raw materiat’ that needs to be processed before it can be turned into something useful. Your computer turns raw facts and figures called data input into meaningful information or data output, bringing about high efficiency; hence the need for data processing. Data comes in many forms (numbers, words, symbols) and relates to transactions, events, and facts. On its own, it is not very useful.

Consider the data that is created when you purchase a product from a retail store. This data can be listed as follows:

21193.jpg    Time and date of transaction (e.g. 3:17 Thursday 14 January 2010)

21195.jpg    Transaction value (e.g. GH0155.00)

21197.jpg    Facts about what was bought (e.g. television set)

21199.jpg    How much was bought (quantity)

21201.jpg    How payment was made (e.g. cash, credit card, credit card number and code)

21204.jpg    Which employee recorded the sales

21206.jpg    Whether any promotional discount applied

All these are raw materials that are inputted into a computer to create meaningful information like the receipt. The same data would also be useful to the manager of the retail store to produce the report showing total sales for the day, or what are the best-selling products. Ultimately, the data concerning all shop transactions in the day can be captured and then processed into meaningful information, in this case, a management report.

Information

The above example of processed data demonstrates what information is. Information is data that has been processed in such a way as to be meaningful to the person who receives it. It is important to note the two words processed and meaningful. By definition, the data that is processed must be meaningful for a specific purpose before it is considered information. That is, it is not enough for data simply to be processed; it has to be of use to someone—otherwise, why bother?

1.1.3. Uses of Information in a Business

Businesses and other organizations need information for many purposes, which have been summarized into five main uses in the table below.

Table 1-1 Uses of Information in Business

Tactical Information: this is used to decide how the resources of the business should be employed. Examples include:

-   Information about business productivity (e.g. units produced per employee, staff turnover)

-   Profit and cash flow forecasts in the short term

-   Pricing information from the market

(1)   Operational Information: this information is used to make sure that specific operational tasks are carried out as planned/intended (i.e. things are done properly). For example, a production manager will want information about the extent and results of quality control checks that are being carried out in the manufacturing process.

1.1.4. E-Learning

E-learning (eLearning) is simply electronic learning. This term encompasses all forms of Technology-Enhanced Learning, known as TEL; a good example of TEL is online or Web-based learning. Nevertheless, the term does not have a universally accepted definition; there are debates in the e-learning industry about whether a technology-enhanced system can be called e-learning if there is no set pedagogy, for some argue that e-learning, by definition, is pedagogy empowered by digital technology.

The term e-learning is ambiguous to those outside the e-learning industry, and even within its diverse disciplines it has different meanings to different people. For instance, in companies, it often refers to the strategies that use the company network to deliver training courses to employees, while in most universities, e-learning is used to define a specific mode by which to attend a course or program of study online, where the students rarely or never meet face-to-face or access on-campus educational facilities.

E-learning can provide benefits for the organizations and individuals involved. These benefits include improved performance, increased access, and convenience and flexibility for learners to develop the skills and competencies needed in the 21st century, in particular, the digital literacy skills required in their discipline, profession or career.

1. Improved performance: A 12-year meta-analysis of research by the U.S. Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses.

2. Increased access: Instructors of the highest caliber can share their knowledge widely, allowing students to attend courses across physical, political, and economic boundaries. Recognized experts can make information available to anyone interested, internationally, at minimum costs.

3. Convenience and flexibility: In many contexts, e-learning is self-paced and the learning sessions are available 24 hours a day, 7 days a week. Learners are not bound to a specific day/time to physically attend classes. They can also pause learning sessions at their convenience. High technology is not necessary for all online courses, though basic Internet access, audio, and video capabilities are common requirements. Depending on the technology used, students can begin their courses while at work and finish them at home on a different computer.

4. Developing the skills and competencies needed in the 21st century:

Bates (2009) states that a major argument for e-learning is that it enables learners to develop the essential skills for knowledge-based workers by embedding the use of information and communication technologies within the curriculum. He also argues that using e-learning in this way has major implications for course design and the assessment of learners. E-learning in particular will ensure that learners have the digital literacy skills required in their discipline, profession or career. E-learning in particular will ensure that learners have the digital literacy skills required in their discipline, profession or career.

Additional advantages of computer-based training over traditional classroomtraining include the ability to:

1. Pay less per credit hour, or pay a smaller course fee.

2. Reduce overall training time.

3. Spread training out over extended periods of time (even months).

4. Bookmark progress (computer remembers where the student left off so that he or she can resume the courses from that point).

5. Remain in one location (i.e., home, office, airport, coffee shop, etc.) with no need to travel.

6. Receive quality training that bolsters job performance.

1.2. Information Processing Cycle

As demonstrated above, information processing refers to turning raw facts and figures called data inputs into meaningful information or data outputs, bringing about high efficiency. Information processing follows the l-P-0 (Input-Process-Output) method to process data. The figure below illustrates the l-P-0 process.

Figure 1-1 PC turns raw facts and figures into meaningful information.

Image2510.JPG

The information processing cycle is the sequence of events in processing information, which includes:

1. Input-entering data into the computer.

2. Processing-performing operations on the data.

3. Output-presenting the results.

4. Storage-saving data, programs, or output for future use.

5. Distribution of Information

1.2.1. Input-Entering data into the computer

Input is the collection of raw data from the outside world so it can be put into an information system. Data input may come from any external device that is attached to your computer. The following are a few examples of putting the acquired data into the information system:

1. The payroll clerk collects workers’ timecards so that she knows how many hours each person worked that week, and then types the hours from the timecards into a spreadsheet.

2. Conducting a survey of customers’ opinions and then scanning the survey cards with a card reader.

3. Collecting jokes for a joke book and typing jokes into a word processor.

4. Using a form on a Web site to collect visitors’ opinions.

Typical Input Devices

Putting raw data into the information system may require some specialized devices commonly known as input devices. There are several of these devices, but for the purpose of this course we will limit our discussions to typical computer input devices, which include keyboards, mice, flatbed scanners, bar code readers, joysticks, digital data tablets (for graphic drawing), electronic cash registers, modems, and microphones. These devices will be discussed in depth under hardware.

1.2.2. Processing-Performing operations on the data

Processing of data occurs in the processor or a central processing unit (CPU). The CPU is the key component in a digital computer capable of executing an instruction set or program. It interprets computer program instructions and processes data. The most important component inside the computer system is the processor, usually called the CPU (central processing unit) or microprocessor; some people call it a computer chip. It is the most active part of the computer. This unit is responsible for all events inside the computer. It controls all internal and external devices, and it performs arithmetic and logic operations. The CPU is thought of as the brain and the heart of the computer system. CPUs provide the fundamental digital computer trait of programmability, and are one of the necessary components found in computers of any era, along with memory and input/output facilities. A CPU that is manufactured as a single integrated circuit is usually known as a microprocessor. Beginning in the mid-1970s, microprocessors have gradually increased in complexity and power, surpassing other designs. The operations a microprocessor performs are called the instruction set of this processor. The instruction set is hard wired in the CPU and determines the machine language for the CPU. The more complicated the instruction set is, the slower the CPU works.

CPU Principles of Operations

Basically all computer processors operate under the same principles. They all take signals in the form of Os and 1s (data input), manipulate them according to a well-defined instruction set, and produce an output in the form of Os and 1s. The voltage on the line at the time a signal is sent determines whether the signal is a 0 or a 1. On a 3.3-volt system, an application of 3.3 volts means that it’s a 1, while an application of 0 volts means that it’s a 0. Processors work by reacting to an input of Os and 1s in specific ways dictated by the instruction set, and then returning the processed bits, or an output, based on the decision.

The decision itself happens in circuits called logic gates, each of which requires at least one transistor, with the inputs and outputs arranged differently by different operations. Modern processors contain millions of transistors, making the logic system look more complex. The processors’ logic gates work together to make decisions using Boolean logic, which is based on the algebraic system established by the mathematician George Boole. The main Boolean operators are AND, OR, NOT, and NAND (NOT AND); many combinations of these are possible, as well.

How the CPU Processes Data

How the CPU processes data will depend on programs. A program can be a spreadsheet, a word processor, or a game. For the CPU, it makes no difference, since it doesn’t understand what the program is actually doing. It just follows the orders (called commands or instructions) contained inside the program. These orders could be to add two numbers or to send a piece of data to the video card, for example. When you double click on an icon to run a program, here is what happens:

1. The program, which is stored inside the hard disk drive, is transferred to the RAM memory. A program is a series of instructions to the CPU.

2. The CPU, using a circuit called memory controller, loads the program data from the RAM memory.

3. The data, now inside the CPU, is processed.

4. What happens next will depend, once again, on the program. The CPU could continue to load and execute the program or could do something with the processed data, like display something on the screen.

1.2.3. Processing Devices-CPU

Figure 1-2 Microprocessor (CPU) Basic Structure

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Nowadays, CPUs are built as a variety of architectures, such as mainframes, minicomputers, super-computers, embedded computers and microprocessors. We will limit our discussion of processing devices to microprocessors. Within microprocessors, we can identify personal computers (PCs) with two major architectures, which include IBM-compatible computers and Apple Macintosh computers.

Programs written for IBM-compatible computers, for example, will not run on Apple Macintosh computers, because these two architectures are not compatible. They have different instruction sets. The most recent architectures are listed below with name brands:

1. Intel® Celeron™ D Processors

2. Intel® Pentium™ 4 Processors

3. Intel® Pentium™ D Processors

4. Intel® Core® 2 Duo Processors

5. Amd ® Sempron® Processors

6. Amd® Athlon™ 64 Processors

7. Amd® Athlon™ 64 X 2 Dual Core Processors

8. Intel Celeron Intel P4 Intel Core 2 Duo

9. Motorola 68040 (MC68040 next generation of 68020 / 68030 32-bit microprocessors)

The above list is not exhaustive given that microprocessors are ever increasing in complexity and power, aggressively evolving over previous designs.

1.2.4. Basic Parts of a CPU

The CPU has three basic parts which are very important for a student to note. The three basic parts of a CPU are:

a.   Registers

b.   Arithmetic and Logical Unit (ALU)

c.   Control Unit (CU)

1.2.4.1. Basic Parts of a CPU-Registers

Registers are the parts of the CPU that hold various types of information, such as data, instructions, addresses, and intermediate results of calculations. They hold the material that the CPU is currently working with and they can be thought of as the CPU’s workspace. As soon as a particular instruction or piece of data is finished, the next one immediately replaces it and the information that results from the processing is returned to main memory. The size of the registers can affect the speed and performance of the processor. In fact, the size of the registers determines the size of computer architecture, such as 8-bit, 16-bit, 32-bit, and 64-bit CPUs. Technically, RAM is an extension of registers in modern CPU architecture.

RAM: Random Access Memory allows any of the locations on a chip to be randomly selected and used to directly store and retrieve data and instructions. RAM refers to read and write memory. RAM is