ICT Systems to Meet Specified Needs (Edexcel IGCSE ICT)

Revision Note

James Woodhouse

Written by: James Woodhouse

Reviewed by: Lucy Kirkham

Devices & peripherals to meet specific needs

  • When selecting digital devices and peripherals to meet specific needs, it is crucial to consider the tasks they are intended for and the user's requirements

Devices

  • Desktops: Ideal for high-performance tasks including graphic design, and video editing

  • Laptops: Portable, with similar functionality to a desktop, and suitable for a wide range of tasks including studying and day-to-day business

  • Tablets: Lightweight, touch-controlled, good for reading, browsing, and simple applications

  • Smartphones: Highly portable, useful for communication and light computing tasks including email and web browsing

Peripherals

  • Keyboards and mouse: Essential for desktop setups and for ergonomic options to enhance comfort

    Monitors: Larger screens improve productivity and reduce eye strain - they are also essential in aiding the use of computers for users with severe visual impairment

    Printers and scanners: Necessary for hard copy documentation, including increasing the size of documentation for users

    External storage: Provides additional or backup storage capacity

Peripherals to aid accessibility

  • There are some essential peripherals which aid with accessibility, some of these include:

    • Ergonomic keyboards: Designed to reduce strain on the hands, wrists and arms by preventing repetitive stress injuries (RSI)

    • Screen readers: Assist visually impaired users by reading text aloud to them

    • Braille displays: Enable visually impaired users to read digital text

    • Braille keyboard: Enables visually impaired users to use the keyboard effectively

    • Braille printers: Prints a hard copy of a document in braille for visually impaired users to read

    • Haptic feedback/vibration devices: Provides feedback to the user without reliance of visuals or sound

    • Reading pen: Allows users with dyslexia to interpret text

Software to meet specific needs

  • Software can be broken down into categories, depending on a user's needs, these include:

    • Productivity software

    • Specialised software

    • Accessibility software

Productivity Software:

  • Word processors: Essential for creating and editing documents

  • Spreadsheets: Used for data analysis and data management

  • Presentation tools: Vital for creating engaging presentations

Specialised Software:

  • CAD programs: Necessary for design and engineering tasks

  • Graphic design tools: Critical for creating visual content

  • Database management systems: Important for organising and managing large data sets

Accessibility Software:

  • Screen readers: Convert digital text into speech for visually impaired users

  • Voice recognition software: Allows users to control devices and input text using voice commands

  • Magnification tools: Enlarge text and images on the screen for users with low vision

Matching Software to User Needs:

  • Ensures optimal performance and accessibility

  • An example of this would be text-to-speech software which aids students with dyslexia in reading and comprehension

Settings & ICT Systems to meet specific needs

  • ICT systems and their settings and configured to greatly aid the user

  • Many users have specific needs and they often demand a system which can be configured to suit their needs

  • Configuring a system can be done in a variety of ways, including:

    • System configurations

    • Adjusting hardware and software settings

System Configuration

  • Display settings: Adjust screen resolution, brightness, and font size for better readability

  • Audio settings: Customise volume and audio output options to enhance listening experience

  • Accessibility features: Enable high-contrast modes, screen magnifiers, and voice commands.

Hardware and software settings

  • Using hardware and software settings to enhance a users experience and specifically meet their needs comes with great benefits, these include:

    • Enhances usability and productivity

    • Ensures the ICT system meets specific operational and security requirements

  • There are many ways hardware and software can be configured to meet a user's needs, some of these include:

    • Network settings

    • Adding user permissions

    • Security protocols

  • Network settings: Configure network connections, set up virtual networks and manage bandwidth to ensure users and guest users all have a positive experience

  • User permissions: Assign user roles, restrict access to sensitive data, and ensure data security

  • Security protocols: Implement firewalls, antivirus software, and encryption for enhanced data protection

Accessibility

Hardware solutions

  • Adjustable monitor stands: Provide ergonomic viewing positions to reduce strain

  • Alternative input devices: Use trackballs, head pointers, or adaptive keyboards for users with limited dexterity

  • There is a wide variety of other accessibility hardware features available such as:

    • Gesture interface

    • Braille keyboards

    • Reading pen

    • Puff suck switch

    • Foot pedals

    • Eye typers

Software solutions

  • Screen readers: Assist users with visual impairments by reading on-screen text aloud

  • Voice-to-text applications: Enable users to dictate text and control devices via voice commands

  • Customisable keyboard shortcuts: Simplify navigation and command execution for users with motor impairments

Worked Example

Some learners have accessibility needs. Describe two way that ICT systems can be configured to support learners with accessibility needs [4]

Answers

Gesture interface [1]
allows data entry for those with low levels of mobility/dexterity [1]

Braille keyboards [1]
would allow those with visual impairments to enter data [1]

Reading pen [1]
allows users with dyslexia to interpret text [1]

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James Woodhouse

Author: James Woodhouse

Expertise: Computer Science

James graduated from the University of Sunderland with a degree in ICT and Computing education. He has over 14 years of experience both teaching and leading in Computer Science, specialising in teaching GCSE and A-level. James has held various leadership roles, including Head of Computer Science and coordinator positions for Key Stage 3 and Key Stage 4. James has a keen interest in networking security and technologies aimed at preventing security breaches.

Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.