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Catherine C. Tumanda Prof. Salome MableBBrC – OUS/PUP Investigative Journalism

Assignment No. 2

Topic: I.C.T. or Information and Communication Technology

Objective/s

• To understand the meaning, use, and the history of I.C.T.

• To learn the advantages and disadvantages of learning ICT.

• To be able to educate on how and when to apply ICT and be able to communicate using the internet.

• To know more about the E-knowledge and its functions in the world of computer.

Analogue :

God created the world in three days and three nights. He created the sun, moon and the stars. He made the air with birds and other flyingorganisms, the sea with fish and other water organisms and land with plants and animals in the forest. He created man and woman to protect all hiscreations and discover the life they are about to experience in their own way. These are facts. Even the time of Adam and Eve, they too keep ondiscovering every living thing that surrounded them. They’ve gathered information out of curiosity.

History guides us to information we need in order to solve or to discover another new thing out of all the data or information we get from thepast.

The question is, how and where are we going to get all these? Before, scientist really do a lot of research to finish their inventions. From thebooks , people and laboratory works that’s how they’ve got information or data they need.

The next thing they do is to let the people know of their works or inventions, and this is how the word communication started. They haveused the “WOM” or “Word Of Mouth” strategy because they do not have tools yet on how to reach as many people as they can.

Years passed the word technology was born with the help of many geniuses in the world of science. Started from Radio, Television andTelephone people now can communicate fast. Entertainment world made its part to give information and happiness to the people.

Now, our scientists never stop discovering new technology, so the Minus One and Karaoke stereo were created, a smaller colored andblack and white TV, other appliances like electric fan, air con and refrigerator that makes food fresh and makes cold water too. The next thinghappened is, we are now living in a computer world. And that’s how Information and Communications Technology started.

History of ICT

History of ICT began when the discovery of computers and other communication devices started. As the changes goes, technology becamethe fastest ever grown business in he entire business world. People became productive because of the use of modern facilities. And moderncommunication devices became part of every man’s lives it lightens their work and communication is very fast and easy to access in any part of the

world.

1939

David Packard and Bill Hewlett in their Palo Alto, California Garage

Hewlett-Packard is Founded. David Packard and Bill Hewlettfound Hewlett-Packard in a Palo Alto, California garage. Their first product was the HP 200A Audio Oscillator, which rapidlybecomes a popular piece of test equipment for engineers. WaltDisney Pictures ordered eight of the 200B model to use as soundeffects generators for the 1940 movie “Fantasia.”

1940

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The Complex Number Calculator (CNC)

The Complex Number Calculator (CNC) is completed. In 1939,Bell Telephone Laboratories completed this calculator, designedby researcher George Stibitz. In 1940, Stibitz demonstrated theCNC at an American Mathematical Society conference held atDartmouth College. Stibitz stunned the group by performingcalculations remotely on the CNC (located in New York City)using a Teletype connected via special telephone lines. This isconsidered to be the first demonstration of remote accesscomputing.

1941

The Zuse Z3 Computer 

Konrad Zuse finishes the Z3 computer. The Z3 was an earlycomputer built by German engineer Konrad Zuse working incomplete isolation from developments elsewhere. Using 2,300relays, the Z3 used floating point binary arithmetic and had a 22-bit word length. The original Z3 was destroyed in a bombing raidof Berlin in late 1943. However, Zuse later supervised areconstruction of the Z3 in the 1960s which is currently ondisplay at the Deutsches Museum in Berlin.

The Bombe at Work

The first Bombe is completed. Based partly onthe design of the Polish “Bomba,” a mechanicalmeans of decrypting Nazi militarycommunications during WWII, the BritishBombe design was greatly influenced by thework of computer pioneer Alan Turing andothers. Many bombes were built. Together they dramatically improved the intelligencegathering and processing capabilities of Alliedforces. [Computers]

1942

The Atanasoff-Berry Computer 

The Atanasoff-Berry Computer is completed. Built at Iowa StateCollege (now University), the Atanasoff-Berry Computer (ABC)was designed and built by Professor John Vincent Atanasoff andgraduate student Cliff Berry between 1939 and 1942. While theABC was never fully-functional, it won a patent dispute relating tothe invention of the computer when Atanasoff proved that ENIACco-designer John Mauchly had come to see the ABC shortly after it was completed

1943

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Whirlwind installation at MIT

Project Whirlwind begins. During World War II, the U.S. Navyapproached the Massachusetts Institute of Technology (MIT) aboutbuilding a flight simulator to train bomber crews. The team first builta large analog computer, but found it inaccurate and inflexible. After designers saw a demonstration of the ENIAC computer, theydecided on building a digital computer. By the time the Whirlwindwas completed in 1951, the Navy had lost interest in the project,though the U.S. Air Force would eventually support the projectwhich would influence the design of the SAGE program.

George Stibitz circa 1940

The Relay Interpolator is completed. The U.S. Armyasked Bell Labs to design a machine to assist intesting its M-9 Gun Director. Bell Labs mathematicianGeorge Stibitz recommended using a relay-basedcalculator for the project. The result was the RelayInterpolator, later called the Bell Labs Model II. TheRelay Interpolator used 440 relays and since it wasprogrammable by paper tape, it was used for other applications following the war.

1944

Harvard Mark-I in use, 1944

Harvard Mark-1 is completed. Conceived by Harvard professor Howard Aiken, and designed and built by IBM, the Harvard Mark-1was a room-sized, relay-based calculator. The machine had a fifty-foot long camshaft that synchronized the machine’s thousands of component parts. The Mark-1 was used to produce mathematicaltables but was soon superseded by stored program computers.

The Colossus at Work At Bletchley Park

The first Colossus is operational atBletchley Park. Designed by Britishengineer Tommy Flowers, theColossus was designed to breakthe complex Lorenz ciphers usedby the Nazis during WWII. A total of ten Colossi were delivered toBletchley, each using 1,500vacuum tubes and a series of pulleys transported continuous rollsof punched paper tape containingpossible solutions to a particular code. Colossus reduced the time tobreak Lorenz messages fromweeks to hours. The machine’sexistence was not made public until

the 1970s

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1945

John von Neumann

John von Neumann wrote "First Draft of a Report on the EDVAC" inwhich he outlined the architecture of a stored-program computer.Electronic storage of programming information and data eliminatedthe need for the more clumsy methods of programming, such aspunched paper tape — a concept that has characterizedmainstream computer development since 1945. Hungarian-born vonNeumann demonstrated prodigious expertise in hydrodynamics,ballistics, meteorology, game theory, statistics, and the use of mechanical devices for computation. After the war, he concentratedon the development of Princeton´s Institute for Advanced Studiescomputer and its copies around the world.

1946

ENIAC

In February, the public got its first glimpse of the ENIAC, amachine built by John Mauchly and J. Presper Eckert thatimproved by 1,000 times on the speed of its contemporaries.Start of project: 1943

Completed: 1946

Programmed: plug board and switches

Speed: 5,000 operations per secondInput/output: cards, lights, switches, plugs

Floor space: 1,000 square feet

Project leaders: John Mauchly and J. Presper Eckert.

AVIDAC

An inspiring summer school on computing atthe University of Pennsylvania´s Moore Schoolof Electr ical Engineering stimulatedconstruction of stored-program computers atuniversities and research institutions. This free,public set of lectures inspired the EDSAC,BINAC, and, later, IAS machine clones like theAVIDAC. Here, Warren Kelleher completes thewiring of the arithmetic unit components of theAVIDAC at Argonne National Laboratory.Robert Dennis installs the inter-unit wiring asJames Woody Jr. adjusts the deflection controlcircuits of the memory unit.

1948

IBM´s SSEC

IBM´s Selective Sequence Electronic Calculator computedscientific data in public display near the company´s Manhattanheadquarters. Before its decommissioning in 1952, the SSECproduced the moon-position tables used for plotting the course of the 1969 Apollo flight to the moon.Speed: 50 multiplications per second

Input/output: cards, punched tape

Memory type: punched tape, vacuum tubes, relays

Technology: 20,000 relays, 12,500 vacuum tubes

Floor space: 25 feet by 40 feet

Project leader: Wallace Eckert

1949

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Wilkes with the EDSAC

Maurice Wilkes assembled the EDSAC, the first practical stored-program computer, at Cambridge University. His ideas grew outof the Moore School lectures he had attended three years earlier.

For programming the EDSAC, Wilkes established a library of short programs called subroutines stored on punched paper tapes.Technology: vacuum tubes

Memory: 1K words, 17 bits, mercury delay line

Speed: 714 operat ions per second

Manchester Mark I

The Manchester Mark I computer functioned as acomplete system using the Williams tube for memory.This University machine became the prototype for Ferranti Corp.´s first computer.

Start of project: 1947Completed: 1949

Add time: 1.8 microseconds

Input/output: paper tape, teleprinter, switches

Memory size: 128 + 1024 40-digit words

Memory type: cathode ray tube, magnetic drum

Technology: 1,300 vacuum tubes

Floor space: medium room

Project leaders: Frederick Williams and Tom Kilburn

1950

ERA 1101 drum memory

Engineering Research Associates of Minneapolis built the ERA1101, the first commercially produced computer; the company´sfirst customer was the U.S. Navy. It held 1 million bits on itsmagnetic drum, the earliest magnetic storage devices. Drumsregistered information as magnetic pulses in tracks around a

metal cylinder. Read/write heads both recorded and recoveredthe data. Drums eventually stored as many as 4,000 words andretrieved any one of them in as little as five-thousandths of asecond.

SEAC

The National Bureau of Standards constructedthe SEAC (Standards Eastern AutomaticComputer) in Washington as a laboratory for testing components and systems for settingcomputer standards. The SEAC was the firstcomputer to use all-diode logic, a technologymore reliable than vacuum tubes, and the first

stored-program computer completed in theUnited States. Magnetic tape in the externalstorage units (shown on the right of this photo)stored programming information, codedsubroutines, numerical data, and output.

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SWAC

The National Bureau of Standards completedits SWAC (Standards Western AutomaticComputer) at the Institute for NumericalAnalysis in Los Angeles. Rather than testingcomponents like its companion, the SEAC, theSWAC had an objective of computing usingalready-developed technology.

Pilot ACE

Alan Turing´s philosophy directed design of Britain´sPilot ACE at the National Physical Laboratory. "Weare trying to build a machine to do all kinds of different things simply by programming rather than by the addition of extra apparatus,"  Turing said at asymposium on large-scale digital calculatingmachinery in 1947 in Cambridge, Mass.

Start of project: 1948

Completed: 1950

Add time: 1.8 microseconds

Input/output: cards

Memory size: 352 32-digit wordsMemory type: delay lines

Technology: 800 vacuum tubes

Floor space: 12 square feet

Project leader: J. H. Wilkinson

1951

MIT Whirlwind

MIT´s Whirlwind debuted on Edward R. Murrow´s "See It Now"television series. Project director Jay Forrester described thecomputer as a "reliable operating system," running 35 hours aweek at 90-percent utility using an electrostatic tube memory.

Start of project: 1945

Completed: 1951

Add time: .05 microseconds

Input/output: cathode ray tube, paper tape, magnetic tape

Memory size: 2048 16-digit words

Memory type: cathode ray tube, magnetic drum, tape (1953 -core memory)

Technology: 4,500 vacuum tubes, 14,800 diodes

Floor space: 3,100 square feet

Projectleaders:

Jay Forrester and Robert Everett

LEO

England´s first commercial computer, theLyons Electronic Office, solved clericalproblems. The president of Lyons Tea Co. hadthe computer, modeled after the EDSAC, builtto solve the problem of daily schedulingproduction and delivery of cakes to the Lyonstea shops. After the success of the first LEO,Lyons went into business manufacturingcomputers to meet the growing need for dataprocessing systems.

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UNIVAC I

The UNIVAC I delivered to the U.S. Census Bureauwas the first commercial computer to attractwidespread public attention. Although manufacturedby Remington Rand, the machine often wasmistakenly referred to as the "IBM UNIVAC."Remington Rand eventually sold 46 machines atmore than $1 million each.F.O.B. factory $750,000plus $185,000 for a high speed printer.Speed: 1,905 operations per second

Input/output: magnetic tape, unityper, printer 

Memory size: 1,000 12-digit words in delay lines

Memory type: delay lines, magnetic tape

Technology: serial vacuum tubes, delay lines,magnetic tape

Floor space: 943 cubic feet

Cost: F.O.B. factory $750,000 plus$185,000 for a high speed printer 

Projectleaders:

J. Presper Eckert and John Mauchly

1952

von Neumann´s IAS

John von Neumann´s IAS computer became operational at theInstitute for Advanced Studies in Princeton, N.J. Contract obligedthe builders to share their designs with other research institutes.This resulted in a number of clones: the MANIAC at Los AlamosScientific Laboratory, the ILLIAC at the University of Illinois, theJohnniac at Rand Corp., the SILLIAC in Australia, and others.

1953

IBM 701

IBM shipped its first electronic computer, the 701.During three years of production, IBM sold 19machines to research laboratories, aircraftcompanies, and the federal government.

1954

IBM 650

The IBM 650 magnetic drum calculator established itself as thefirst mass-produced computer, with the company selling 450 inone year. Spinning at 12,500 rpm, the 650´s magnetic data-storage drum allowed much faster access to stored material thandrum memory machines.

1956

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Wes Clark with LINC

The LINC (Laboratory Instrumentation Computer) offered the firstreal time laboratory data processing. Designed by Wesley Clarkat Lincoln Laboratories, Digital Equipment Corp. later commercialized it as the LINC-8.

Research faculty came to a workshop at MIT to build their ownmachines, most of which they used in biomedical studies. DECsupplied components.

1964

IBM System/360

IBM announced the System/360, a family of six mutuallycompatible computers and 40 peripherals that could worktogether. The initial investment of $5 billion was quickly returnedas orders for the system climbed to 1,000 per month within twoyears. At the time IBM released the System/360, the companywas making a transition from discrete transistors to integratedcircuits, and its major source of revenue moved from punched-card equipment to electronic computer systems.

CDC 6600

CDC´s 6600 supercomputer, designed bySeymour Cray, performed up to 3 millioninstructions per second — a processing speedthree times faster than that of its closestcompetitor, the IBM Stretch. The 6600 retainedthe distinction of being the fastest computer inthe world until surpassed by its successor, theCDC 7600, in 1968. Part of the speed camefrom the computer´s design, which had 10 smallcomputers, known as peripheral processors,funneling data to a large central processing unit.

1965

DEC PDP-8

Digital Equipment Corp. introduced the PDP-8, the firstcommercially successful minicomputer. The PDP-8 sold for $18,000, one-fifth the price of a small IBM 360 mainframe. Thespeed, small size, and reasonable cost enabled the PDP-8 to gointo thousands of manufacturing plants, small businesses, andscientific laboratories.

1966

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ILLIAC IV

The Department of Defense Advanced ResearchProjects Agency contracted with the University of Illinois to build a large parallel processingcomputer, the ILLIAC IV, which did not operateuntil 1972 at NASA´s Ames Research Center. Thefirst large-scale array computer, the ILLIAC IVachieved a computation speed of 200 millioninstructions per second, about 300 millionoperations per second, and 1 billion bits per second of I/O transfer via a unique combination of parallel architecture and the overlapping or "pipe-lining" structure of its 64 processing elements.

This photograph shows one of the ILLIAC´s 13Burroughs disks, the debugging computer, thecentral unit, and the processing unit cabinet with aprocessing element.

HP-2115

Hewlett-Packard entered the general purposecomputer business with its HP-2115 for computation, offering a computational power formerly found only in much larger computers.It supported a wide variety of languages,among them BASIC, ALGOL, and FORTRAN.

1968

Ed deCastro and Nova

Data General Corp., started by a group of engineers that had left Digital Equipment Corp.,introduced the Nova, with 32 kilobytes of memory,for $8,000.

In the photograph, Ed deCastro, president and

founder of Data General, sits with a Novaminicomputer. The simple architecture of the Novainstruction set inspired Steve Wozniak´s Apple Iboard eight years later.

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Apollo Guidance Computer 

The Apollo Guidance Computer made its debutorbiting the Earth on Apollo 7. A year later, itsteered Apollo 11 to the lunar surface.Astronauts communicated with the computer bypunching two-digit codes and the appropriatesyntactic category into the display andkeyboard unit.

1971

Kenbak-1

The Kenbak-1, the first personal computer, advertised for $750 inScientific American. Designed by John V. Blankenbaker usingstandard medium-scale and small-scale integrated circuits, theKenbak-1 relied on switches for input and lights for output fromits 256-byte memory. In 1973, after selling only 40 machines,Kenbak Corp. closed its doors.

1972

HP-35

Hewlett-Packard announced the HP-35 as "a fast, extremely accurate electronic slide rule"  with a solid-state memory similar to that of a computer. The HP-35 distinguished itself from itscompetitors by its ability to perform a broad variety of logarithmicand trigonometric functions, to store more intermediate solutionsfor later use, and to accept and display entries in a form similar to standard scientific notation.

1973

TV Typewriter 

The TV Typewriter, designed by Don Lancaster, provided thefirst display of alphanumeric information on an ordinary televisionset. It used $120 worth of electronics components, as outlined inthe September 1973 issue of Radio Electronics. The originaldesign included two memory boards and could generate andstore 512 characters as 16 lines of 32 characters. A 90-minutecassette tape provided supplementary storage for about 100pages of text.

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Micral

The Micral was the earliest commercial, non-kit personalcomputer based on a micro-processor, the Intel 8008. ThiTruong developed the computer and Philippe Kahn thesoftware. Truong, founder and president of the Frenchcompany R2E, created the Micral as a replacement for minicomputers in situations that didn´t require highperformance. Selling for $1,750, the Micral never penetrated the U.S. market. In 1979, Truong sold Micral toBull.

1974

Xerox Alto

Researchers at the Xerox Palo Alto ResearchCenter designed the Alto — the first work stationwith a built-in mouse for input. The Alto storedseveral files simultaneously in windows, offeredmenus and icons, and could link to a local areanetwork. Although Xerox never sold the Altocommercially, it gave a number of them touniversities. Engineers later incorporated itsfeatures into work stations and personalcomputers.

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Scelbi 8H

Scelbi advertised its 8H computer, the first commerciallyadvertised U.S. computer based on a microprocessor, Intel´s 8008. Scelbi aimed the 8H, available both in kit form andfully assembled, at scientific, electronic, and biologicalapplications. It had 4 kilobytes of internal memory and acassette tape, with both teletype and oscilloscopeinterfaces. In 1975, Scelbi introduced the 8B version with16 kilobytes of memory for the business market. Thecompany sold about 200 machines, losing $500 per unit.

1975

MITS Altair 

The January edition of Popular Electronics featured the Altair 8800 computer kit, based on Intel´s 8080 microprocessor, on itscover. Within weeks of the computer´s debut, customersinundated the manufacturing company, MITS, with orders. BillGates and Paul Allen licensed BASIC as the software languagefor the Altair. Ed Roberts invented the 8800 — which sold for $297, or $395 with a case — and coined the term "personalcomputer." The machine came with 256 bytes of memory(expandable to 64K) and an open 100-line bus structure thatevolved into the S-100 standard. In 1977, MITS sold out toPertec, which continued producing Altairs through 1978.

Felsenstein´s VDM

The visual display module (VDM) prototype,designed in 1975 by Lee Felsenstein, markedthe first implementation of a memory-mappedalphanumeric video display for personalcomputers. Introduced at the Altair Conventionin Albuquerque in March 1976, the visualdisplay module allowed use of personalcomputers for interactive games.

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Tandem-16

Tandem computers tailored its Tandem-16,the first fault-tolerant computer, for onlinetransaction processing. The banking industryrushed to adopt the machine, built to runduring repair or expansion.

1976

Apple I

Steve Wozniak designed the Apple I, a single-board computer.With specifications in hand and an order for 100 machines at$500 each from the Byte Shop, he and Steve Jobs got their startin business. In this photograph of the Apple I board, the upper two rows are a video terminal and the lower two rows are thecomputer. The 6502 microprocessor in the white package sits onthe lower right. About 200 of the machines sold before the

company announced the Apple II as a complete computer.

Cray I

The Cray I made its name as the first commerciallysuccessful vector processor. The fastest machine of itsday, its speed came partly from its shape, a C, whichreduced the length of wires and thus the time signalsneeded to travel across them.Project started: 1972

Projectcompleted:

1976

Speed: 166 million floating-point operations per  

secondSize: 58 cubic feet

Weight: 5,300 lbs.

Technology: Integrated circuit

Clock rate: 83 million cycles per second

Word length: 64-bit words

Instruction set: 128 instructions

1977

Commodore PET

The Commodore PET (Personal ElectronicTransactor) — the first of several personalcomputers released in 1977 — came fullyassembled and was straightforward to operate,with either 4 or 8 kilobytes of memory, two built-incassette drives, and a membrane "chiclet"keyboard.

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Apple II

The Apple II became an instant success whenreleased in 1977 with its printed circuitmotherboard, switching power supply,keyboard, case assembly, manual, gamepaddles, A/C powercord, and cassette tapewith the computer game "Breakout." Whenhooked up to a color television set, the Apple IIproduced brilliant color graphics.

TRS-80

In the first month after its release, Tandy RadioShack´s first desktop computer — the TRS-80— sold 10,000 units, well more than thecompany´s projected sales of 3,000 units for one year. Priced at $599.95, the machineincluded a Z80 based microprocessor, a video

display, 4 kilobytes of memory, BASIC, cassettestorage, and easy-to-understand manuals thatassumed no prior knowledge on the part of theconsumer.

1978

VAX 11/780

The VAX 11/780 from Digital Equipment Corp.featured the ability to address up to 4.3 gigabytesof virtual memory, providing hundreds of times thecapacity of most minicomputers.

1979

Advertisment for Atari 400 and 800

Atari introduces the Model 400 and 800 Computer. Shortly after delivery of the Atari VCS game console, Atari designed twomicrocomputers with game capabilities: the Model 400 andModel 800. The two machines were built with the idea that the400 would serve primarily as a game console while the 800would be more of a home computer. Both sold well, though they

had technical and marketing problems, and faced strongcompetition from the Apple II, Commodore PET, and TRS-80computers.

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computers

1981

IBM introduced its PC, igniting a fast growth of the personalcomputer market. The first PC ran on a 4.77 MHz Intel 8088microprocessor and used Microsoft´s MS-DOS operating system.

Osborne I

Adam Osborne completed the first portable computer, theOsborne I, which weighed 24 pounds and cost $1,795. Theprice made the machine especially attractive, as it includedsoftware worth about $1,500. The machine featured a 5-inch display, 64 kilobytes of memory, a modem, and two 51/4-inch floppy disk drives.

In April 1981, Byte Magazine Editor in Chief Chris Morganmentioned the Osborne I in an article on "Future Trends inPersonal Computing." He wrote: "I recently had anopportunity to see the Osborne I in action. I was impressed with it´s compactness: it will fit under an airplane seat.(Adam Osborne is currently seeking approval from theFAA to operate the unit on board a plane.) One quibble:the screen may be too small for some people´s taste." 

Apollo DN100

Apollo Computer unveiled the first work station, its DN100,offering more power than some minicomputers at a fractionof the price. Apollo Computer and Sun Microsystems,another early entrant in the work station market, optimizedtheir machines to run the computer-intensive graphicsprograms common in engineering.

1982

The Cray XMP, first produced in this year, almost doubled theoperating speed of competing machines with a parallel processingsystem that ran at 420 million floating-point operations per second,or megaflops. Arranging two Crays to work together on different

parts of the same problem achieved the faster speed. Defense andscientific research institutes also heavily used Crays.

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Early Publicity still for the Commodore 64

Commodore introduces the Commodore 64.The C64, as it was better known, sold for $595, came with 64KB of RAM and featuredimpressive graphics. Thousands of softwaretitles were released over the lifespan of theC64. By the time the C64 was discontinued in1993, it had sold more than 22 million unitsand is recognized by the 2006 Guinness Bookof World Records as the greatest selling singlecomputer model of all time.

1983

Apple introduced its Lisa. The first personal computer with agraphical user interface, its development was central in the move tosuch systems for personal computers. The Lisa´s sloth and highprice ($10,000) led to its ultimate failure.

The Lisa ran on a Motorola 68000 microprocessor and cameequipped with 1 megabyte of RAM, a 12-inch black-and-whitemonitor, dual 5 1/4-inch floppy disk drives and a 5 megabyte Profilehard drive. The Xerox Star — which included a system calledSmalltalk that involved a mouse, windows, and pop-up menus —inspired the Lisa´s designers.

Compaq PC clone

Compaq Computer Corp. introduced first PC clone thatused the same software as the IBM PC. With the successof the clone, Compaq recorded first-year sales of $111million, the most ever by an American business in a singleyear.

With the introduction of its PC clone, Compaq launched amarket for IBM-compatible computers that by 1996 hadachieved a 83-percent share of the personal computer market. Designers reverse-engineered the Compaq clone,giving it nearly 100-percent compatibility with the IBM.

1984

Apple Macintosh

Apple Computer launched the Macintosh, the first successfulmouse-driven computer with a graphic user interface, with asingle $1.5 million commercial during the 1984 Super Bowl.Based on the Motorola 68000 microprocessor, the Macintoshincluded many of the Lisa´s features at a much more affordableprice: $2,500.

Apple´s commercial played on the theme of George Orwell´s"1984" and featured the destruction of Big Brother with the power 

of personal computing found in a Macintosh. Applications thatcame as part of the package included MacPaint, which made useof the mouse, and MacWrite, which demonstrated WYSIWYG(What You See Is What You Get) word processing.

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IBM PC Jr.

IBM releasedits PC Jr. andPC-AT. ThePC Jr. failed,but the PC-AT,several timesfaster thanoriginal PCand based onthe Intel 80286

chip, claimedsuccess withits notableincreases inperformanceand storagecapacity, all for about $4,000.It also includedmore RAM andaccommodated high-density1.2-megabyte5 1/4-inchfloppy disks.

1985

Amiga 1000 with Seiko Music Keyboard

The Amiga 1000 is released. Commodore’s Amiga 1000 sold for $1,295 dollars (without monitor) and had audio and videocapabilities beyond those found in most other personalcomputers. It developed a very loyal following and add-oncomponents allowed it to be upgraded easily. The inside of thecase is engraved with the signatures of the Amiga designers,including Jay Miner as well as the paw print of his dog Mitchy.

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1986

Connection Machine

Daniel Hillis of Thinking Machines Corp. moved artificialintelligence a step forward when he developed the controversialconcept of massive parallelism in the Connection Machine. Themachine used up to 65,536 processors and could completeseveral billion operations per second. Each processor had itsown small memory linked with others through a flexible networkthat users could alter by reprogramming rather than rewiring.

The machine´s system of connections and switches letprocessors broadcast information and requests for help to other processors in a simulation of brainlike associative recall. Using

this system, the machine could work faster than any other at thetime on a problem that could be parceled out among the manyprocessors.

IBM and MIPS released the first RISC-based workstations, the PC/RTand R2000-based systems. Reduced instruction set computers grewout of the observation that the simplest 20 percent of a computer´sinstruction set does 80 percent of the work, including most baseoperations such as add, load from memory, and store in memory.

The IBM PC-RT had 1 megabyte of RAM, a 1.2-megabyte floppy diskdrive, and a 40-megabyte hard drive. It performed 2 million instructionsper second, but other RISC-based computers worked significantlyfaster.

1987

IBM PS/2

IBMintroducedits PS/2machines,whichmade the3 1/2-inchfloppy diskdrive andvideographicsarraystandardfor IBMcomputers.The firstIBMs toincludeIntel´s80386chip, thecompanyhadshippedmore than1 mill ionunits bythe end of the year.IBMreleased anew

operatingsystem,OS/2, atthe sametime,allowingthe use of a mousewith IBMsfor the firsttime.

Definition: I.C.T.

Short for I nformation and C ommunications T echnology , it is the study or business of developing and using technology to process information and aid

communications.

1988

NeXT

Apple cofounder Steve Jobs, who left Apple to form his owncompany, unveiled the NeXT. The computer he created failedbut was recognized as an important innovation. At a base priceof $6,500, the NeXT ran too slowly to be popular.

The significance of the NeXT rested in its place as the firstpersonal computer to incorporate a drive for an optical storagedisk, a built-in digital signal processor that allowed voicerecognition, and object-oriented languages to simplifyprogramming. The NeXT offered Motorola 68030microprocessors, 8 megabytes of RAM, and a 256-megabyteread/write optical disk storage.

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ICT is an acronym that stands for Information and Communications Technology

Enables e-knowledge and the reinvention of e-knowledge processes.

Explanation:

However, apart from explaining an acronym, there is not a universally accepted defininition of ICT? Why? Because the concepts, methods andapplications involved in ICT are constantly evolving on an almost daily basis. It’s difficult to keep up with the changes - they happen so fast.

Lets focus on the three words behind ICT:

- INFORMATION - The word information is derived from Latin informare which means "give form to". The etymology thus connotes an imposition ostructure upon some indeterminate mass. All�n & Selander (1985) have analysed how the word is used in Swedishlanguage and find that this is probably the most widely used meaning of the word. Most people tend to think ofinformation as disjointed little bundles of "facts". In the Oxford definition of the word it is connected both to knowledgeand communication.

Knowledge communicated concerning some particular fact, subject or event; that of which one is apprised or told; intelligence, news.

- COMMUNICATION - Communication is a process of transferring  information from one entity to another. Communication processes are sign-mediated interactions between at least two agents which share a repertoire of signs and semiotic rules. Communicationis commonly defined as "the imparting or interchange of thoughts, opinions, or information by speech, writing, orsigns". Although there is such a thing as one-way communication, communication can be perceived better as a twoway process in which there is an exchange and progression of  thoughts, feelings or  ideas (energy) towards a mutuallyaccepted goal or direction (information).[1]

Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sendeto a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. All forms ofcommunication require a sender, a message, and a receiver. Communication requires that all parties have an area ocommunicative commonality. There are auditory means, such as speech, song, and tone of voice, and there arenonverbal means, such as body language,  sign language,  paralanguage,  touch,  eye contact, through media, i.e.pictures, graphics and sound, and writing. (ref: wikipedia)

- TECHNOLOGY - Technology is the usage and knowledge of  tools, techniques, and  crafts, or is systems  or methods of organization, or is amaterial product (such as  clothing) of these things. The word technology   comes from the Greek  technología(τεχνολογία ) — téchnē (τέχνη), 'craft' and -logía (-λογία ), the study of something, or the branch of knowledge of adiscipline.[1] The term can either be applied generally or to specific areas: examples include "construction technology""medical technology", or "state-of-the-art technology".

Technologies significantly affect human as well as other animal species' ability to control and adapt to their naturaenvironments. The human species' use of technology began with the conversion of natural resources into simple toolsThe prehistorical discovery of the ability to control fire increased the available sources of food and the invention of thewheel helped humans in travelling in and controlling their environment. Recent technological developments, includingthe printing press, the  telephone, and the Internet, have lessened physical barriers to  communication  and allowedhumans to interact freely on a global scale. However, not all technology has been used for peaceful purposes; thedevelopment of  weapons of ever-increasing destructive power has progressed throughout history, from clubs to nucleaweapons.

Technology has affected society and its surroundings in a number of ways. In many societies, technology has helpeddevelop more advanced  economies (including today's  global economy) and has allowed the rise of a  leisure  classMany technological processes produce unwanted by-products, known as  pollution, and deplete natural resources, tothe detriment of the Earth and its environment. Various implementations of technology influence the values of a societyand new technology often raises new ethical questions. Examples include the rise of the notion of  efficiency in terms ohuman productivity, a term originally applied only to machines, and the challenge of traditional norms.

Philosophical debates have arisen over the present and future use of technology in society, with disagreements overwhether technology improves the human condition or worsens it.  Neo-Luddism, anarcho-primitivism, and similamovements criticise the pervasiveness of technology in the modern world, opining that it harms the environment andalienates people; proponents of ideologies such as transhumanism  and  techno-progressivism view continuedtechnological progress as beneficial to society and the human condition. Indeed, until recently, it was believed that thedevelopment of technology was restricted only to human beings, but recent scientific studies indicate that otheprimates and certain dolphin communities have developed simple tools and learned to pass their knowledge to othergenerations.

A good way to think about ICT is to consider all the uses of digital technology that already exist to help individuals, businesses and organizations useinformation.

ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. 

For example, personal computers, digital television, email, robots.

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So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the waythese different uses can work with each other.

In business, ICT is often categorised into two broad types of product: -

(1) The traditional computer-based technologies (things you can typically do on a personal computer or using computers at home or at work); and

(2) The more recent, and fast-growing range of  digital communication technologies (which allow people and organisations to communicate andshare information digitally).

Let's take a brief look at these two categories to demonstrate the kinds of products and ideas that are covered by ICT:

Traditional Computer Based Technologies

These types of ICT include:

Application Use

Standard Office Applications - Main Examples

Word processing  E.g. Microsoft Word: Write letters, reports etc

Spreadsheets E.g. Microsoft Excel; Analyse financial information; calculations; create forecasting models etc

Database software E.g. Oracle, Microsoft SQL Server, Access; Managing data in many forms, from basic lists (e.g. customer contactthrough to complex material (e.g. catalogue)

Presentation software E.g. Microsoft PowerPoint; make presentations, either directly using a computer screen or data projector. Publish indigital format via email or over the Internet

Desktop publishing  E.g. Adobe Indesign, Quark Express, Microsoft Publisher; produce newsletters, magazines and other compledocuments.

Graphics software E.g Adobe Photoshop and Illustrator; Macromedia Freehand and Fireworks; create and edit images such as logosdrawings or pictures for use in DTP, web sites or other publications

Specialist Applications - Examples (there are many!)

 Accounting package E.g. Sage, Oracle; Manage an organisation's accounts including revenues/sales, purchases, bank accounts etc. A widerange of systems is available ranging from basic packages suitable for small businesses through to sophisticated oneaimed at multinational companies.

Computer Aided Design Computer Aided Design (CAD) is the use of computers to assist the design process. Specialised CAD programs exisfor many types of design: architectural, engineering, electronics, roadways

Customer RelationsManagement (CRM)

Software that allows businesses to better understand their customers by collecting and analysing data on them such astheir product preferences, buying habits etc. Often linked to software applications that run call centres and loyalty cardsfor example.

Traditional Computer Based Technologies

The C part of ICT refers to the communication of data by electronic means, usually over some distance. This is often achieved via networks o

sending and receiving equipment, wires and satellite links.

The technologies involved in communication tend to be complex. You certainly don't need to understand them for your ICT course. However, thereare aspects of digital communications that you needs to be aware of. These relate primarily to the types of network and the ways of connecting tothe Internet. Let's look at these two briefly (further revision notes provide much more detail to support your study).

Internal networks

Usually referred to as a local area network (LAN), this involves linking a number of hardware items (input and output devices plus computeprocessing) together within an office or building.

The aim of a LAN is to be able to share hardware facilities such as printers or scanners, software applications and data. This type of network isinvaluable in the office environment where colleagues need to have access to common data or programmes.

External networks

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

ICT in a Broader Context

Your ICT course will almost certainly cover the above examples of ICT in action, perhaps focusing on the use of key applications such asspreadsheets, databases, presentation, graphics and web design software.

It will also consider the following important topics that deal with the way ICT is used and managed in an organisation:

- The nature of information (the "I" in ICT); this covers topics such as the meaning and value of information; how information is controlled; thelimitations of ICT; legal considerations

- Management of information - this covers how data is captured, verified and stored for effective use; the manipulation, processing and distributionof information; keeping information secure; designing networks to share information

- Information systems strategy - this considers how ICT can be used within a business or organisation as part of achieving goals and objectives

As you can see, ICT is a broad and fast-changing subject. We hope our free study materials (revision notes, quizzes, presentations etc) will help youmaster IT!

The Polytechnic University of the Philippines – Open University System (PUP-OUS) hosted its 20th Founding Anniversary last Feb27, 2010 at the NALLRC. Part of their agenda is to give seminars in different related topics in connection with the courses offered by the PUP-OUSOne of the topics being discussed is the Information, Communication and Technology in Basic Education moderated by Dr. Camencita L. Castolo,DEM. The following data was given and discussed during the seminar;

Information Communication Technology UpdatesCARMENCITA L. CASTOLO, DEMPUP OUS 20th Founding AnniversaryFebruary 27, 2010/NALLRC

Topic: ICT in Basic Education

OUTLINE

• Goals & Objectives of the ICT in Basic Education Program

• Thrusts of the ICT in Basic Education Program

• Policies on the Use of ICT in Basic Education• Scope of I CT Use in Basic Education

• Study on Philippine ICT Infrastructure• Issues on ICT

• ICT Partners

• Master Plan for ICT in Basic Education

A. Goals and Objectives of the ICT in Basic Education Program

Deliver quality education that is accessible to all through the use of appropriate information and communication technologies;

Curriculum improvement program

Provide the physical infrastructure and technical support Develop teacher competence

Ensure the access to the latest developments in ICT

Promote the use of appropriate and innovative technologies

B. Thrusts of the ICT in Basic Education Program

• Restructuring of the curriculum

• Improvement of the delivery support system of basic education• Fund generation

• Retooling of human resources

C. Policies on the Use of ICT in Basic Education 

Study technology as a separate subject.

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Undertake education modernization program

Participation of other stakeholders in education

D. Scope of ICT Use in Basic Education

Elementary Education

Secondary Education

Non-formal Education

Manner of Instruction of ICT in Schools and Non-Formal Education

ICT-based Materials as Supplement to Instruction

Software

Connectivity

Elementary Education

Private/Grade 2

-Familiarization with the computer: history, parts and functions

-Introduction to simple computer operations: turning on and shutting down the unit, using the mouse and the keyboardexploring the use of the icons, doing simple word processing

Public /Grade 4

- Area of study under Home Economics and Livelihood Education (HELE)

- Familiarization with the parts of the computer and its peripherals, manipulating the icons, drawing geometric figuresworking with documents, copying and deleting files, using e-mail

Secondary Education

First Year 

- as an area of study under Technology and Home Economics (THE)

Computer applications for further skills enhancement: word processing, spreadsheet, database, presentation using Powerpointusing the Internet

-More Complex Operations such as programming and website development in some private schools

Green-Math Blue- Science Yellow- THE Violet- other subjects(click the legend to see the data)

Percentage of Application of IT in the Different Learning Areas

50%

30%

9%11%

Math Science THE Other Subjects

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Topic: ICT in Non-formal Education

 

Limited use of IT; generally do not have access to computers

Audio and video materials used instead to supplement the printed text

Manner of Introduction of ICT in Schools and Non-Formal Education

• Separate area of study

- HELE at the elementary level

- THE at the secondary level

• Integrated across the curriculum, where appropriate and where the technology may be available

Springboard

Development of the lesson

Application and enrichment Assessment

Computer Aided Instruction

Mathematics II (Intermediate Algebra)

Integrating Science, English and Values Education through Computer Aided Instruction

ICT-based Materials as Supplement to Instruction

• Teacher-developed courseware

• Coursewares developed by ICT service providers

  ◊ Generally designed for face-to-face instruction and cooperative learning

 ◊Telelessons

◊ Provision for e-learning to gather information, enrich and update thecontent of textbooks

Software

• Word processing

• Desktop publishing

• Spreadsheet

• Database

• Graphics for presentation

• Mathematical programs

• Educational games

•Interactive assessment

• Internet browser 

• E-mail

• Encyclopedia on CD-ROM

• Presentation software

• Software supporting Microcomputer-Based Laboratories

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B. Issues on ICT

• Role of the Administrator in an ICT Environment

> systematic development program for education managers shall be implemented to unfreeze the mindset of the principals so as to theuse of ICT in education.

• Inadequacy of ICT Facilities

> other resources shall be increasingly tapped to finance ICT expenditures in education.

• Maintenance of ICT Resources training of the THE teacher on troubleshooting shall be embarked in coordination with the private service providers.

• Sustainability

> The Local Government Units shall be increasingly tapped to ensure the sustainability of the ICT program. The devolution to the LGU ofthe reasonable share in the responsibilities to finance the maintenance and operation of the ICT laboratories shall be hastened.

• Dependence on software/courseware provided by the ICT service provider 

A system to develop ICT-based education materials shall be undertaken

ICT PARTNERS

• Microsoft Philippines

• The Bridgeit Programme “text2teach”• The Science Education Institute (SEI)

• Pilipinas Schoolnet• Ed.venture Computer Learning Centres

• Eskuela ng Bayan Project

• Knowledge Channel Foundation, Inc.

• ABS-CBN Foundation, Inc.

Microsoft Philippines

• Organized the Partners in Learning (Pil) program in 2003

• In 2004, invested $2.5M or P125M• Provides access to latest technologies

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www.deped.gov.ph

• Education portal for students, teachers and public

• Official issuances from the Department

• Education Post

• Procurement bulletin

• Basic Education Data

MASTER PLAN FOR ICT IN BASIC EDUCATION (2006-2010)

Information and Communication Technology

Is a delivery system that refers to the confluence of several technologies which can be used in the design, development, utilization, managemenand evaluation of processes and resources for teaching and learning.

POLICY FRAMEWORK

Medium Term Development Plan of the Philippines (MYPDP) 2004- 2010, which envisions ICT as a development tool: “ICT will be harnessedas a powerful enabler of capacity development.

The education goal set forth in the MTPDP is that by 2010 “everyone of school age will be in school, in an uncrowded classroom, in surroundingsconducive to learning. Three thousand school buildings a year shall have been built and a computer in every high school.

The 2002 Basic Education Curriculum (BEC) likewise recognizes the need to harness ICTs in the “acquisiton of the life skills, a reflectiveundestanding and internalization of principles and values and the development of the person;s multiple intelligences”

Launched in early 2005, the Schools First Initiative is part of the Government’s reform agenda to improve educational outcomes for all Filipinos,specifically by improving current performance, strengthening accountability and responsiveness, and enhancing management and leadership.

SFI targets the following:

1. All children entering Grade 1 ready for school2. All children in school able to read by Grade 33. Teachers having English and subject Proficiency4. All students obtaining adequate instruction5. Increased demand for schooling leading the fewer dropouts

STATUS OF ICT IN BASIC EDUCATION

• DepED estimates that 69% of public secondary schools already have at least one computer and is hoping to raise this figure to 75% by theend of 2006.

• Computers in schools are acquired mostly though purchases using school funds (45%) or through donations by government and privategroup (40%)

• In a 2002 survey of ICT use in 100 Philippine public secondary schools, the results revealed that in majority of the schools surveyed, only

half or less of their teachers and students had been able to use the computer as an educational tool.

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• This means that although the 2002 BEC advocates using ICTs to learn in the subject areas such as English, Science, Mathematics, andMakabayan, learning the tool itself or computer skills training, continues to be given priority as an area of study in Home Economics andLivelihood Education at the elementary level and Technology and Livelihood Education at the secondary level.

• At the elementary level, computer penetration is negligible. Latest DepED estimates place computer penetration at one computer for every25,000 elementary pupils (1:25,000), one for every 111 secondary school students (1:111), one for every 728 elementary teachers (1:728)and one for every three secondary school teachers (1:3)

• In 2001, only two percent of schools with internet access, only 9% use the internet for instructional purposes. Furthermore, 44.5% of thepublic secondary schools that use the Internet for instructional instructional purposes only one computer that can go online. About half othese schools access the internet for an average of less than one hour per day.

• Limited number and variety of subject-specific educational software ( e.g., simulations, drill and practice, tutorials, etc.) available in schools

Software in schools consist mostly of “office software” or productivity tools (e.g. word processing, slide presentation, spreadsheet, databasemanagement)

SURVEY OF SCHOOLS:

• 52% of the respondents said that at most, only half of their teachers have some knowledge of computer fundamentals and can use them asproductivity tools

• In 13% of the schools, 10% or less of the teachers have basic computing skills.

• In almost a third of the schools (29%) at least 75% of the teaching staff is computer literate.

• The number of teachers with internet skills is much lower: 75% of the schools reported that only up to 10% of their teachers have theInternet skills for teaching-related activities.

• Teachers are critical to the success of technology integration in the classroom. However, training opportunities in ICT-enhanced teaching

are generally limited. In the FITED survey, only 20% of the schools reported that more than 75% of the teaching staff is computer literate.• Majority of the schools (58%) reported that 50% or less of their teaching staff have undergone computer-related training, while 12% of the

schools reported that teachers have had no computer-related training at all.

• On the other hand, policy measures have been taken to encourage teachers to acquire ICT competencies at the pre-service level.

• The Commission on Higher Education has issued the Revised Policies and Standards for Undergraduate Teacher Education Curriculumwhich mandates the inclusion of six units (two 3-unit courses) of education technology in the teacher education curriculum.

• ICTs, specifically computer and internet technologies, are being used by DepED to support administrative functions but in a limited wayNational-level systems exist to support mission-critical functions and priority projects.

• The major systems currently in use at the national level include the:

1. BEIS2. eNGAS3. DEText4. MONET5. www.deped.gov.ph

• Among the initiatives is the DepED Computerization Program which aims to promote the development of ICT skills to enhance teaching andlearning and to improve access to infrastructure and software.

• It consists of a package of computer hardware and software, learning modules and staff development program for teachers.

• Another initiative which aims to provide the same as the DepED Computerization Program is the PC’s for Public Schools Program of theDepartment of Trade and Industry (DTI) which is a non-project grant assistance of the Japanese Government.

• It started in 2002 and is currently commencing with Batch 3.

• In the area of staff development several projects have been initiated with assistance from the private sector.

1. Enhancement Workshop for Selected Regional and Master Trainers.2. Training for Master Trainers of Selected Schools and the Administrators Strategic Planning Workshop of Selected Schools.

VISION AND MISSION ON THE USE OF ICT IN EDUCATION

• The best of the Filipino learner shall emerge at the forefront of economic development empowered by an ICT – supported system of qualitybasic education for all.

• Towards this vision, basic education is committed to the appropriate, effective, and sustainable use of ICTs to broaden access to andimprove the quality and efficiency of basic education service delivery.

• It shall evolve and nurture an information and communications technology framework designed to enhance, broaden, strengthen andtransform learning to develop the Filipino learner into a person who is excellence-driven, global in perspective, innovative, ingenious andcreative with a deep sense of community and concern for harmony and the common good.

GOALS & STRATEGIES

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• Education development shall form the core of the information and communication technology program. The quality of and access to basiceducation substantially remains as the overriding goals of educational development. Thus, all educational intervention shall be gearedtoward ensuring the empowerment of learners with life-long skills through the use appropriate technologies.

ADAPT ICT IN INSTRUCTION

A. Use ICTs to broaden access to basic education

1. Expand access to ICT at the elementary and secondary levels2. Strengthen the use of ICTs to improve delivery of the alternative learning system (ALS) curriculum.3. Harness the ICT resources of the community to support ALS curriculum delivery

4. Deploy appropriate ICT equipment, hardware, peripherals, and connectivity for ICT-supported ALS to augment community resources.

5. Conduct research and special studies on ICT-supported ALS.

B. Use ICT to improve the quality of learning.

1. Promote good practice in ICT-supported learning in basic education, in both the formal and the alternative learning settings.2. Integrate ICT into special basic education programs and projects, as appropriate3. Provide ICT-enhance learning resources for elementary and secondary school and for alternative

4. Deploy appropriate ICT equipment, hardware, peripherals, and connectivity based on national guidelines for ICT integration and in support ofICT integration

5. Development national standards for ICT-supported learning.

6. Conducted research and special studies on ICT-supported learning at the elementary and secondary school levels, as well as in alternativelearning environments.

C. Use ICT to enhance the quality of teaching.

1. Develop ICT-supported professional development program and ICT-based resources to enhance the subject area knowledge, pedagogicacontent knowledge ,and

2. Learning management skills of teachers and instructional managers

3. Improve in service training in ICT-curriculum integration for teachers, instructional managers, and master trainers.

4. Provide systematic support for ICT-enhanced teaching at the school, community, division, and regional levels.

5. Include ICT competencies in the information of the national competency standard for teachers.

ADAPT ICT IN EDUCATION MANAGEMENT

• Use ICYs to improve educational planning

1. Harness various forms to improve communication within DepED and education stakeholders.2. Design and implement an overall ICT architecture to guide ICT systems selection and development.3. Augment the ICT facilities for educational planning and management at the national, regional, division, and school levels.

4. Identify, develop and deploy software applications that promote quality educational planning and management at the national, regiona

division and school levels.

5. Identify, develop and deploy software applications that promote quality educational planning and management at the national, regionadivision and school levels.

6. Develop and implement professional programs on the appropriate and effective use of ICTs for educational administrators, non-teachingpersonnel and teaching support staff.

The operational targets for the goal and objectives for FY 2006 to 2010 are as follows:

1. All public secondary schools ahall have multimedia laboratories; 20% of public elementary schools shave have a computer laboratoryequipped the basic multi-media equipment; and 50% of Community Learning Centers will have computer laboratories.

2. All public schools with computer laboratories shall be connected to the digital highway.3. Fifty percent (50%) of teachers in English, Science and Mathematics from recipient-schools shall have been trained on basic compute

literacy skills and pedagogy-technology integration.

4. All recipient-school shall be provided with appropriate software and instructional resources.

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ICT PROGRAMS

1. Facilities Acquisition and Development Program.

The facilities and development shall be pursued. It shall consist of both the hardware and software of in formation and communicationtechnology. The hardware of ICT includes

• Computer technology• Multimedia• Physical facilities

2. Curriculum and Materials Development Program

Curriculum improvement shall be the central point of the curriculum and materials development program. The quality of basic educationshall be improved through the fine-tuning of the Basic Education Curriculum (BEC) for better programming of subjects and topics and for thegreater mastery of fundamental learning skills through the use of ICT whenever appropriate and available.

3. Staff Development Program

The staff shall be equipped with appropriate skills and behavior to support the changes brought about by information and communicationtechnology.

Standard-based ICT-supported professional development programs shall be developed while existing ICT-supported programs shall beexpanded. Focus of capacity-building activities for teachers shall be on the integration of ICT across the curriculum and on laboratorymanagement

4. Research and Development Program

Research and special studies on ICT-supported learning at the elementary and secondary levels, as well as in alternative environmentsshall be conducted. Likewise, competency standard setting, model building and piloting shall be undertaken.

INVESTMENT STATEGY AND BUDGETARY REQUIREMENTS

The bulk of the investment requirements for the implementation of the Master Plan for ICT in Basic Education shall come from the annuabudgetary appropriations of the National Government. However, an intensified resource mobilization scheme involving all stakeholders shall bepursued to defray the total cost of ownership of ICT-supported initiatives. Local government resources shall be increasingly tapped under thedecentralization policy of the government to provide greater and more efficient financing scheme for IT expenditures in education to meet locallydefined strategic goals for ICT in education.

Program Budgetary Requirement

(2006-2010) in PesosInfrastructure Development Program P1,120,000,000

Curriculum and Materials Development Program P32,000,000

Staff Development Program P152,000,000

Monitoring and Evaluation Program P15,000,000

TOTAL P1,319,000,000

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