INFORMATION TECHNOLOGY A LEVEL

‘Relax. It’s only ones and zeros.’ (Anon.)

Ashbourne’s Computing and ICT Department

This department is headed by Irwin Chin. Irwin holds a Bachelor of Engineering & Electronics from Imperial College, London.

Examination Board:

Ashbourne follows the AQA specification for ICT. This specification has been approved by the QCA for first teaching from September 2008.

Units

Unit 1 INFO1 Practical Problem Solving in the Digital World

Range of Software/Problems

Students are expected to make practical use of a range of applications software, hardware and communication technologies to address several different types of problem. The range of applications software used should cover the processing of text, images, numbers and sound.

Students should address several problems. These problems can be selected to meet the individual needs of learners. Examples of suitable solutions to problems could include several from the following:

• an electronic photo album

• a rolling multimedia presentation for a school openday

• a website for a local nursery

• organising a blog for a local councillor

• producing invoices for a small business

• organising a set of podcasts for a teacher

• an interactive multimedia display for a tourist information centre.

Students should be provided with opportunities to develop the following skills:

• analysing

• designing

• implementing

• testing

• evaluating systems.

Key Concepts & Content

1. Health and safety in relation to the use of ICT systems

2. Analysis: Problem identification.

3. Design of solutions

4. Selection and use of input devices and input media

5. Selection and use of storage requirements, media and devices

6. Selection and use of output methods, media and devices

7. Selection and use of appropriate software

8. Implementation of ICT-related solutions

9. Testing of ICT-related solutions

10. Evaluation of ICT-related solutions

Unit 2 INFO2 Living in the Digital

World Today’s students are living in a world where the use of ICT surrounds them, and where they, and others, frequently take this use for granted. It is increasingly important for future adults to be aware of the numerous issues arising from the use of ICT for individuals, society and organisations. The issues change rapidly and increasingly involve environmental and ethical ones.

Students should be asking questions such as:

• why is ICT being used

• is it appropriate to use ICT

• what are the implications of its use for me, now and in the future

• how does a particular use of ICT affect society?

Key Concepts & Content

1. An ICT system and its components

The components are:

• people

• data

• procedures

• software

• hardware

• information.

2. Data and information

3. People and ICT systems

Characteristics of users.

Different users have differing requirements dependent upon:

• experience

• physical characteristics

• environment of use

• task to be undertaken

• age.

How users interact with ICT systems.

4. Transfer of data in ICT systems

Students should be aware of what is available in order to create and use an ICT network:

• communication devices

• networking software

• data transfer media

• standards and procedures

• ICT networks for different geographical scales and uses should be considered.

5. Safety and security of data in ICT systems

Students should be able to discuss issues involving the:

• privacy of data in ICT systems

• legislation to protect data

• commercial and intrinsic value of data.

Threats to ICT systems.

There are different threats to ICT systems, including:

• internal and external threats

• malpractice and crime.

Protecting ICT systems.

The measures that can be taken to try to protect all parts of ICT systems, including networks, against threats:

• hardware measures

• software measures

• procedures.

Legislation

Students should be aware of the provisions for legal action to be taken in the event of security breaches.

The current legislation.

6. Backup and recovery

Options for backup and recovery dependent upon:

• what

• when

• how

• storage, including media and location.

7. What ICT can provide.

• fast, repetitive processing

• vast storage capability

• the facility to search and combine data in many different ways that would otherwise be impossible

• improved presentation of information

• improved accessibility to information and services

• improved security of data and processes. Students should be able to discuss ICT systems that:

• have limitations in what they can be used for

• have limitations in the information that they produce

• do not always provide the most appropriate solutions.

8. Factors affecting the use of ICT

How the use of ICT is influenced by the following factors:

• cultural

• economic

• environmental

• ethical

• legal

• social.

Students should be able to discuss current issues, using examples to illustrate where and how each of the factors has had an effect on the use of ICT.

9. The consequences of the use of ICT

• For individuals.

• For society.

3 Unit 3 INFO3

The Use of ICT in the Digital World

Key Concepts & Content

1. Future developments

Emerging technologies. Enabling devices for remote and mobile working. Advances in technology that give business and leisure benefits. Potential future uses of ICT. Developments in uses of current and future ICT systems. Implications of future developments and future use of ICT.

• The impact on society.

• The impact on the way organisations are run.

• The impact on individuals as consumers and as workers.

• The social, cultural, legal, technical, ethical, economic and environmental issues surrounding the rapid development of ICT.

2. Information and systems

Different organisations have different information needs. Type and scale of organisation. Nature and management style. Different activities within an organisation have different information needs. Ordering systems, customer support Different levels of task have different information needs.

3. Managing ICT

The size of an organization affects the degree of formality with which ICT is managed. Small organisations have informal systems. Large organisations tend to have formal ones. An ICT strategy should match the long-term aims of an organisation.

4. ICT strategy

Factors that influence an ICT system strategy within an organisation. For example, business goals, available finance, legacy systems, geography of clients and business fulfilment, external factors: compliance, legislation. The management of information assets over time. Students need to be aware that the long-term use of ICT systems involves the need to manage an increasing volume of data. The need for a corporate strategy covering technology for ICT systems in large organisations. Future proofing, developments in technology, procurement. Technology lifecycle, information management, people considerations. Standards exist that may affect strategic choices. For example, for exchanging data.

5. ICT Policies

Organisations will have policies covering different aspects of the use of ICT, such as security, training and procurement.

6. Legislation

The implication of legislation on ICT policies. Legislation will impact on procedures within an organisation.

7. Developing ICT solutions

Factors that contribute to a successful development process. For example, Management and End User involvement at appropriate times; effective ICT teamwork. Factors during the development process that might contribute to the failure of a newly introduced system. For example, inadequate analysis; losing control of the project plan.

8. Development methods

ICT systems need to be developed in stages. Systems development life cycle. The stages of development. Analysis of the problem and proposed solution. Design and specification of the solution. Constructing the solution (writing code, customising a package). Testing (Module, Functional, Systems, User, Operational). Installation and Conversion (including documentation, training and handover). Review and maintenance. The need for systematic, formal methods. Project management; agreed deliverables, milestones, sign-off and approval to proceed. Development methodologies. Students need to be aware of a variety of linear and iterative methods.

9. Techniques and tools for systems development

Investigating and recording techniques.Business process modeling tools. Students need to be aware of the techniques available and their appropriate uses. Students need to know, understand and be able to use diagrams and tools used in the modelling of business processes. Data modelling tools. Techniques for testing. Students need to know, understand and be able to use diagrams and tools used in the modelling of data. Students need to be aware of the range of techniques available. For example, techniques such as test harnesses, volume testing, scalability, prototyping, multiplatform, use of simulated environments.

10. Introducing large ICT systems into organisations

Scale Large ICT systems can be used not only within a single organisation but also across multiple small organisations. For example, ordering systems used in newsagents; NHS systems used across the country in trusts but also in a single GP surgery. Reliability and testing. Students need to be aware of the issues involved in testing large ICT systems:

• ensuring that large ICT systems always operate as expected

• designing testing to ensure reliable operation – techniques and the people involved

• the specialist skills and facilities required for the testing of network based systems.

Installation Essential features of a successful installation plan for a large-scale ICT system. Methods of introducing systems. Hardware installation and testing. Software installation and testing. Documentation. Resources (cross-referenced to training) Backup and recovery. Strategies for backup of large scale systems. Risk Analysis. Scale of backup. Procedures for recovery of large scale systems. Disaster Recovery/Contingency planning. Options for recovery. Cross-reference to training. Maintenance Types of maintenance on large scale systems. Adaptive; Corrective; Perfective; Maintenance teams; handover.

11. Training and supporting users

Users of ICT systems can be both internal and external to the organisation. The training and support requirements may be different. Different levels of staff need to learn different functionality of systems to match job and role requirements. External users may require training. Training methods available. The relative merits of the different methods of training for:

• the organisation

• the individual being trained.

Support options available. Factors an organisation would consider when selecting a suitable support option. Customers Interfaces available. The relationship between the choice of interface and business activities. Managing the interface between the organisation and its customers.

12. External and internal resources

Using external ICT services and business support. Students need to be aware of a range of ICT services available such as outsourcing, offshore, bulk printing (payroll, billing). Students need to be aware of different ways that organisations can obtain ICT services from suppliers such as contracting (people, space, equipment), leasing (software, communication links, equipment). Managing internal resources. Planning the management and control of:

• hardware resources

• software resources

• communication resources

• consumables

• facilities and power

• people.

Unit 4 INFO4 Coursework: Practical Issues Involved in the use of ICT in the Digital World

This unit provides students with the opportunity to complete a substantial project involving the production of an ICT-related system over an extended period of time. In so doing, students will enhance their transferable practical skills. Students may, for example, produce:

• a software solution such as an e-commerce or multimedia system

• a training system, including training materials for a client. This could, for example, be for a course for someone working from home

• a user support system, such as for a user help desk in a company or school/college, or a fault logging system

• a system for ensuring the security of an organisation’s ICT systems. An idea here would be to formulate a policy to specify appropriate use of a company or a school’s/college’s laptop computers and other mobile devices, or a database to record usage

• a system for communication within an organisation: for example, for how schools could use technology to communicate with students within the school or a communal diary system

• a system for evaluating new software to be purchased or for a new system to be installed, including hardware, software, communications, consumables and services

• a backup and recovery system and a disaster recovery plan for an organisation

• a system for managing relationships with customers. The following may help to illustrate the range of possible projects that could be undertaken, and how groups of students could work together, whilst still producing an individual project report that has their own work clearly identified.

• Website, intranet site or extranet site

For any organisation (or event), students could produce parts of an intranet for different departments within an organisation, working collaboratively to establish house styles and consistency of end-product, and in sharing their skills in the use of the variety of applications software needed to create the end-product.

• Training materials

Training materials could be developed for a course within the centre or for an external organisation. Materials could take a variety of formats and be created using a range of software. Individual students could work on one aspect or one format, whilst the whole group has to adopt consistent styles and approaches to development. For example, training could be needed in:

a new piece of software

using new laptops,

PDAs or other portable devices

using loan items such as digital cameras or recording equipment

a new security policy

a backup and recovery strategy

health and safety legislation or guidelines

environmental policies, such as disposal of computer equipment.

Other students could perhaps develop a system for storing, cataloguing or loaning out training materials that have been created.

• User support and fault logging

A group of students could each work with a different type of user, or a different department of a school or other organisation. Materials required might be similar in purpose, but need to be produced so as to best suit the individual types of user, or some may have specialist needs which need supporting. Recording and storage of requests for maintenance, error reporting or fault logging could be built in.

• Managing relationships with customers

This could involve a system for the collection of customer feedback via a website and aback office system that can collect, store and classify responses, plus a system that results can be fed into for statistical analysis. Individual students could take on one of the elements, where collaboration would be essential to ensure effective data transfer, correctness and accuracy.

• Multimedia solutions

These can be used in a variety of situations. They can be extremely large systems and frequently need to be broken down into manageable chunks. Separate students could work on parts of an overall solution. This could include producing an interactive map, where subject specialisms or special interests could determine with what areas students became involved. For example, one student could prepare and incorporate information on areas of interest for young adults, another on sporting venues, a third on flora and fauna. This could be produced for the local tourist board or town council.

The Project Report Should Include

1. Background and investigation

2. Analysis and deliverables

3. Design and planning for implementation

4. Testing and documentation of the implementation

5. Evaluation of the implemented solution

6. The Project Report

Possible University Degree Programmes Suited to A-level Information Technology

As one would expect given the integration of ICT into almost all aspects of life there are a wide variety of potential undergraduate courses and careers one could pursue following on from the study of ICT at A Level. These include: E-Business, Computing Science, Computer Communications and Networks, Software Engineering, Multimedia Computing, Information Technology, Business Systems and Administration, Mathematics, Artificial Intelligence and Even Computer and Video Games (Salford University).