Introduction to ICT

Objectives
At the end of this chapter, you should be able to:
1. Define ICT;
2. Trace the evolution of technology, particularly computers
3. Identify the different parts of the computer system, and
categorize the different computer peripherals
4. Explain the role of technology in media and how it affects
communication; and
5. Recognize the current trends in IT
IT vs ICT
When do we use the term ICT and
how does it differ from IT?
Information and
Communications Technology
(ICT)
- Related to technologies that facilitate the transfer of
information and various types of electronically mediated
communication
Zuppo, 2012
Information and
Communications Technology
(ICT)
- Use of computers and other digital technologies to assist
individuals or institutions in handling or using information
Information and
Communications Technology
(ICT)
- Technology that supports activities involving information
such as gathering, processing, storing, and presenting data
Information
Technology
Academic discipline e.g. BSIT
Information
Technology
A professional with a degree in computing-
related courses e.g. BSIT, BSCS, etc.
Information
Technology
term generally used to describe computers and
related technologies in operational settings
Information
Technology
pertains to the industry that involves
computers, software, networking, and other IT
infrastructure to help relay or manage
information important in modern-day living as
seen primarily in large companies or
corporations.
IT vs ICT

So what’s the difference?

IT vs ICT
ICT IT
As to usage of the term Used in a more general Used to refer to a specific
sense to refer to any industry
setting that uses
electronic communications
technology

As to scope Broader that IT Narrower than ICT

As to expertise of Anyone, even without a Specific people with

people involved degree in computing may specific set of expertise
be involved e.g. programming
 Breakdown of ICT
Information, communication, technology
Information
● Processed data
● Refers to knowledge obtained from reading,
investigation, study, or research
● Needed to make decisions and to foresee the
future e.g. detect the formation of a tsunami
then warn public to avoid disasters in
affected areas
Information | cont.
Knowledge
● Processed information
● Helps fulfill daily tasks
● Used to predict tomorrow’s weather and
decide if there is a need to bring an umbrella
Communication
● An act of transmitting messages
● Information exchange between individuals
through verbal and non-verbal means
Technology
● the application of scientific knowledge for
practical purposes, especially in industry
Evolution of
Technology
 The evolution of technology has always
depended on one thing: human rationale
The concept of technology always starts with
the basic tool.
 By combining a set of tools, people have come
up with machines that can the tasks faster and
more efficiently.
Another type of
machine that is
considered a
necessity is the
computer.
Computers
Computer
An electronic device, operating under the
control of instructions stored in its own
memory, that can accept data, manipulate data
according to specified rules, produce, and store
results
Automation
Automation is “the technique of making an
apparatus, a process, or a system operate
automatically”.
Automation | cont.
Automated systems can:

● Reduce the instances of errors

● Increase productivity
● Increase efficiency
Intelligent system
● commonly known as artificial intelligence (AI)
Intelligent system |
cont.
an umbrella term, spanning over different
computational algorithms capable of
performing tasks that typically require human
intelligence, such as understanding natural
language, recognizing patterns, making
decisions, and learning from experience

(Castelvecchi, 2016; Winston, 1993)

Fields of AI
1. Machine learning
2. Deep Learning
3. Generative AI
Early AI Systems
● rule -based systems
● aimed at supporting users and businesses in
decision-making

(Harmon, 1985; Patterson, 1990)

Machine Learning (ML)
deals with the development of algorithms
capable to autonomously solve tasks through
exposure to data without being explicitly
programmed
Learning approaches used in ML:

● Supervised learning
● Unsupervised learning
● Reinforcement learning
Supervised learning

● algorithms are trained on labeled

datasets to classify or forecast
(business) data
● algorithm learns to map inputs to
outputs and, thus, is capable of making
predictions on new, unseen data.
Unsupervised learning

● Algorithm that discovers hidden

structures or patterns within unlabeled
data
Reinforcement learning

● An algorithm that learns optimal

decision-making by interacting with an
environment and maximizing cumulative
rewards over time through trial and error
Deep Learning (DL)
DL is a more advanced subset of ML and is
capable of processing high-dimensional
data in various domains, ranging from
one-dimensional data like signals and
texts to multidimensional data such as
images, video, or audio
Examples of DL include:

1.Translations
2.Language recognition
3.Text generation
4.Image caption generation
Generative AI (GAI)
a technology that (i) leverages deep
learning models to (ii) generate
human-like content (e.g., images,
words) in response to (iii) complex
and varied prompts (e.g., languages,
instructions, questions)
GAI
A distinct class of AI that has been
popularized by ChatGPT (developed
by OpenAI)

Provides a response but also generate

the content in that response
Paradoxes of GAI
Paradox #1

Generative AI is a
‘friend’ yet a ‘foe’
POSITIVE NEGATIVE KEY IMPLICATIONS

GAI is GAI is GAI can

a ‘friend’ when it a ‘foe’ when it accelerate learning
facilitates makes it difficult and thus the
knowledge to ascertain novel discovery
acquisition versus recycled of new knowledge,
though distinctions
through timely knowledge.
on
and human-like novel and recycled
responses knowledge need to
be
sorted effectively
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI is Generative AI can

a ‘friend’ when it a ‘foe’ when it serve as an impetus to
reform the design of
elevates the rigor threatens to assessments and
in assessment. make assessment elevate them to a
redundant. higher level in terms
of critical analysis and
rigor, whereas
sticking to traditional
ways of assessing may
very well be a recipe
for disaster.
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI is Generative AI can

a ‘friend’ when it a ‘foe’ when it serve as a useful
realizes its reveals its flaws informant to users in
education, though
capability in in offering false caution should be
offering true information. afforded due to its
information. susceptibility to
information disorders
such as
disinformation
and misinformation.
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI is Generative AI will

a ‘friend’ when the a ‘foe’ when the inherently have an
information it information it impact on
provides is used provides is used academic
ethically or with unethically or integrity, including
good intention. with ill intention. its
improvement.
Paradox #2

Generative AI is
‘capable’ yet
‘dependent’
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI is Generative AI

‘capable’ in ‘dependent’ on education is
delivering the quantity and necessary
responses. quality of to enable its users
prompts and the in education to
type of training it make the best use
receives in of its tools and
delivering maximize the
responses. returns from its
usage.
Paradox #3

Generative AI is
‘accessible’ yet
‘restrictive’
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI is Generative AI can

‘accessible’ for ‘restrictive’ in democratize the
people to use. what and how power of education,
much people are though any
allowed to use. conditions
imposed will need
to be managed
equitably in order
to realize its
impact potential.
Paradox #4

Generative AI gets
even ‘popular’
when ‘banned’
POSITIVE NEGATIVE KEY IMPLICATIONS

Generative AI is Generative AI Generative AI is

‘popular’ for its gets ‘banned’ for inevitable and
banning it will likely
value, even more its supposed drive students to want
so from the threats (e.g., access more through
Streisand effect academic heightened attention
and psychological integrity, ethics). and psychological
reactance. reactance, and thus,
educational
institutions should
embrace rather than
shun its use.
References
Banh, L., Strobel, G. Generative artificial intelligence. Electron Markets 33, 63
(2023). https://doi.org/10.1007/s12525-023-00680-1

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023).
Generative AI and the future of education: Ragnarök or reformation? A
paradoxical perspective from management educators. The International
Journal of Management Education, 21(2), 100790.

Caoili-Tayuan, R. R. (2019). Living in the Information Technology. C & E

Publishing, Inc.