Limited-function early computers

The history of the modern computer begins with two separate technologies—automated calculation and programmability—but no single device can be identified as the earliest computer, partly because of the inconsistent application of that term. A few devices are worth mentioning though, like some mechanical aids to computing, which were very successful and survived for centuries until the advent of the electronic calculator, like the Sumerianabacus, designed around 2500 BC^[4] which descendant won a speed competition against a modern desk calculating machine in Japan in 1946,^[5] the slide rules, invented in the 1620s, which were carried on five Apollospace missions, including to the moon^[6] and arguably theastrolabe and the Antikythera mechanism, an ancient astronomical computer built by the Greeks around 80 BC.^[7] The Greek mathematician Hero of Alexandria (c. 10–70 AD) built a mechanical theater which performed a play lasting 10 minutes and was operated by a complex system of ropes and drums that might be considered to be a means of deciding which parts of the mechanism performed which actions and when.^[8] This is the essence of programmability.

A computer's processing

Conventionally a computer consists of some form of memory for data storage, at least one element that carries out arithmetic and logic operations, and a sequencing and control element that can change the order of operations based on the information that is stored. Peripheral devices allow information to be entered from an external source, and allow the results of operations to be sent out.

A computer's processing unit executes series of instructions that make it read, manipulate and then store data. Conditional instructions change the sequence of instructions as a function of the current state of the machine or its environment.

The first electronic computers were developed in the mid-20th century (1940–1945). Originally, they were the size of a large room, consuming as much power as several hundred modern personal computers (PCs).^[1]

Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space.^[2] Simple computers are small enough to fit intomobile devices, and mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are what most people think of as "computers". However, the embedded computers found in many devices from mp3 players to fighter aircraft and fromtoys to industrial robots are the most numerous.

Computer

aprogrammablemachinedesigned to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem.

Conventionally a computer consists of some form of memory for data storage, at least one element that carries out arithmetic and logic operations, and a sequencing and control element that can change the order of operations based on the information that is stored. Peripheral devices allow information to be entered from an external source, and allow the results of operations to be sent out.

A computer's processing unit executes series of instructions that make it read, manipulate and then store data. Conditional instructions change the sequence of instructions as a function of the current state of the machine or its environment.

Technological experiences

The effectiveness of the technological experiences provided will be depend upon the ability of staff to work together as a team. Regular and frequent meetings, both formal and informal, will present opportunities to air and evaluate new and tried ideas and strategies. It will be through a process of evaluation and re-evaluation that the technological learning experiences offered will best evolve.

A good technology curriculum is one which is flexible enough to meet the needs of all students. It should be sufficiently open-ended to enable students to make responses which reflect their personal experiences of the social and cultural diversity which exists within society. Through technology we must aim to give every student the opportunity to develop those skills which will give equal access to employment in adult life

Technology represents

The successful implementation of technology represents a major professional challenge to all teachers of the subject. The six years since the Orders came into force, together with the recent revision of technology, have emphasised that current practice forms but the basis for the further implementation and future development of the subject; adjustments, modifications and changes are as much a part of the evolution of technology as a subject as they are a part of the technological design process.
It should be remembered that some of the contributors to technology have inputs to make to the wider school curriculum. Art has a significant role outside technology but can contribute to the planning and delivery of the subject. Business Studies can contribute to both technology and the cross curricular theme of Economic and Industrial Understanding. CDT can play a key role in technology. Home Economics is a rich cross curricular subject which can contribute not only to technology but also to science and the cross curricular themes of Citizenship and Health Education. Information Technology contributes many elements to technology yet should not be seen as outside of any one subject, and, indeed, as an essential part of most subjects.

Technology capability

Technology is about meeting human needs through the creative process of designing and making.
Technology capability is acquired through the two profile components of design and technology and information technology. If students are to fully develop this capability, technology requires an overt input from five distinct subject areas: art and design, business studies, craft design and technology (CDT), home economics and information technology. It is essential that these subjects form a collegiate working relationship to plan, organise and deliver a technology curriculum unified by the design process. In this way, we can deliver technology capability in an effective manner as well as capitalise upon the breadth of professional expertise present within schools.

History

As a part of history. there are a lot people involved from various countries in doing the technological development. There were many people associated to the history, and also people to study the history which are called technologists, sociologists or anthropologists. There is a lot to study about technology in respect to its history which cannot be dealt in short. The general overview of the same is to give knowledge that technological development is not new but coming from our ancestors from a long time.


Technology can do a lot of things as it is doing in the recent time and on daily events. We can see everyday some or the other inventions in many fields so technology has become a very important aspect of our lives.