Inputs

What are inputs?

Input is data sent to a computer system from devices such as a keyboard, mouse, microphone, camera or physical sensor. Input devices enable information from the outside world to get into a computer – without them, we wouldn’t even be able to switch the computer on! Some are built in; others are plugged in or wirelessly connected.

Input devices include:

keyboards
computer mice
LAN connections
memory sticks
CD or DVD drives
interactive whiteboards
microphones

Assorted images of input devices with their connection types on a computer system.

Various types of sensor are available, to monitor ‘real world’ phenomena like sound (a microphone), distance, touch, light, temperature and humidity. This information is typically analogue in its nature, meaning it varies continuously, so conversion is required to the digital format used by computers. In the example of sound, a microphone system will take several thousand measurements per second (a process we call sampling) and feed this digital data into recording software. Streams of input can feed into control programs – for example, those which activate a light when darkness is detected – and can also be recorded digitally, as is the case with data loggers.

The inputs on programmable toys such as Bee-Bots, Roamers® or Pro-Bots take the form of buttons, as shown in the picture below.

A photo of a Bee-Bot, showing its various buttons for inputting commands.

The inputs on a Bee-Bot.

A typical tablet device incorporates several built-in (embedded) inputs. The information they receive is used by applications running on the tablet. On the touchscreen, we can swipe from side to side to display successive photos in a gallery. We can tap the image of a keyboard to then start writing text. The tilt sensor feeds a program which controls the screen display.

An image of a typical tablet device or smartphone, with inputs labelled.

Inputs on a typical tablet device or smartphone.

Why are inputs important?

The capacity to network computers is dependent on their having input and output devices, without which computers would be unable to share services, access the internet or handle email. In control systems, information from input devices influences the output. For instance, the program to control an automatic door will use the input from a motion sensor. Cameras can be used as an input device whereby software recognises patterns in an image. Applications for this include QR Code readers and facial-recognition technology. There’s an ever-increasing range of devices used for specific purposes. Global Positioning System (GPS) receivers in our satnavs and phones work by receiving inputs of data about the location of GPS satellites relative to our own at any given time. Retina-scanning devices are used at border controls. Medical scanning equipment enables visualisation of internal body structure. Laser range-finders measure distance. Barcode readers are used in retail to identify products and prices. Sensors feedback external conditions to control manufacturing production lines. Assistive technology provides individuals with the means to use computers through eye-gaze trackers, tilt switches, pressure pads and mouth-operated computer mice. These are all input devices. Research is being undertaken into input through gesture, words and even neural impulses. Imagine taking a photograph ‘with your mind’!

Images of eye-tracking tablet, mouth-operated mouse, colour-coded keys, touch-screen speech tablet.

What do inputs look like in the Primary curriculum?

Pupils will become familiar with a range of input devices but there’s an important distinction between using input devices and working with them. An example of using input devices might be playing a computer game with a mouse, joystick or keyboard. An example of working with an input device is when pupils write programs to take the input from a joystick to control a character in a game. By working with input devices, pupils start to learn about control: they develop an understanding that the information from inputs can be used to influence the physical world via output.

3 - 5 years

Early Years pupils use a range of inputs to make things happen and to capture their ideas. They might use cameras and audio-recording devices to generate digital content. They might use touch-sensitive whiteboards or tablet devices, using their inputs in conjunction with software running on those devices. They’ll also use programmable toys, inputting commands through buttons, and start to learn about the role of input devices in control systems such as automatic hand-driers.

5 - 7 years

There’s no requirement in England’s computing curriculum for Key Stage 1 pupils to work with inputs in their programming. However, at this age, pupils develop a greater awareness of how outputs are dependent on inputs: they learn to double-click a mouse and use multi-touch gestures on touchscreens to get different results. They start to recognise that different digital devices have similar inputs. They realise that these inputs influence the devices in some way and feed into software. They become aware of the importance of control systems, thinking about when and why automatic doors open or the conveyor belt at a shop till stops. Why is there an alarm signal if the front passenger seatbelt is not engaged in a car, and what happens if the seat is unoccupied? How does the car ‘know’ when to sound the seatbelt prompt and when not to?

7 - 11 years

Some input devices may be components of invention, robotics, electronics, control or data-logging kits. In their programs, pupils are now required to work with sensors for such phenomena as sound, distance, tilt, touch, movement, temperature, humidity and light. Pupils develop their understanding of the role of inputs in control systems. Children become aware that lifts have sensors and buttons and that programs use the input signals from these. The program to control a lift’s speed will depend on the input of distance information to reduce velocity as the lift approaches the correct floor. Children are aware that, at automatic level crossings, technology detects an approaching train and triggers the warning lights before sounding an alarm and, finally, lowering the barriers. Pupils themselves write control programs which use a range of input devices to generate outputs. One project would be to write the code for a sound-monitoring system which takes the input from a microphone to control an output, such as a warning message displayed on a screen when noise exceeds a set threshold.

Images of a variety of inputs which pupils could work with, including Makey Makey and Lego WeDo.

Find out more about inputs / Downloads

Wikipedia article on input devices (opens in a new window)

Wikipedia article on Neural Impulse Actuator (opens in a new window)

Video of Jon Snow taking a photograph with his mind (opens in a new window)

Teach ICT web page on inputs (opens in a new window)

Lesson ideas from Redfern Electronics (opens in a new window)

BBC Bitesize on inputs and outputs (opens in a new window)

Activities that are great to get you started:

These activities develop pupils' understanding of inputs.

Investigating Inputs Activity

Age:7-11 years
Concepts / Approaches: Computer Systems, Creating, Variables, Programming, Inputs, Collaborating
Curriculum Links: D&T

An investigation of different input devices, in which pupils are challenged to create programs that use the input from a device in a short piece of code.

The Investigating Inputs Activity has been rated 5 stars

Classroom Sound Monitor

Age:7-11 years
Concepts / Approaches: Creating, Programming, Outputs, Inputs, Control
Curriculum Links: Science, D&T

Pupils create sound monitors, which are examples of control programs – they take information from an input sensor (a microphone), and use this information to alter the output of the program (displaying a warning message if pupils are too noisy).