Coursework

Unit 3 - How ICT systems affect everyday life

All of the components in this unit are very similar, and the mistakes students often make made throughout are also similar. Therefore, the following points will help you as you are working your way through parts 3(a) to 3(e):

For each part of this portfolio, start by identifying the needs of the people you are investigating. Without identifying their personal, social and professional/educational needs, you cannot evaluate how well the technologies you are investigating can help them meet those needs.
It is important that you carry our research for this question, but it does not all have to be included in your portfolio. Include summaries of research you have carried out.
Try not to investigate a lot of similar technologies in one portfolio component. For example, investigating the use of email to keep in contact with friends, the use of the Internet for research for coursework and the use of the Internet to download Mp3 files does cover a wide range of needs but it is still only one technology. There are a wide range of technologies to be investigated, including, computer games, DVD players, WAP technology, Digital TV, etc.
When investigating the use of ICT by an adult in employment, investigate how they use technology in their personal and professional lives. You should remember also to look at how their work practices have changed through the use of ICT.
Many students tend to choose a celebrity with a special need as their focal point for part 3(c), but if you do not know the person you are investigating, it will be very difficult to identify their personal, social and professional needs. It is important that you actually identify an individual in this unit as opposed to investigating the hardware that can be used by people with special needs. Always try to choose someone you can talk to and list their needs specifically (this applies also to all other components).
When looking at how ICT is being used in the community, try to look at the whole community including the use of Cyber cafes, Public Information Services, (for example bus and train timetable displays), and traffic light systems.
Some students prefer to investigate legislation separately and link them to the individuals as they work their way through parts (a) – (d). Although this can be a very effective approach, it can sometimes lead to a lot of repetition when they are outlining the content of the legislations. Regardless of the approach you take, make sure you link all relevant legislations to each person. Remember, the legislation can apply to more than one person. You could then use your answer to part (e) to outline the content of the legislations. Include the name of the legislation, the year and a summary of its contents (not a copy and paste of the full contents). Also include in your outline of the legislation some background on why it was introduced. Who it is designed to protect and how effective you think it is in doing the job it was introduced to do?

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