ICT International
Introduction
The digital revolution is a global revolution. New technologies reach all corners of the world and make their impact on the lives of people of all nations in all spheres of life. Especially in wealthier countries, we have moved from the personal computer to broadband access, from floppy disks to DVD’s, from clip art to digital photography and movies, and from user to creator, all within a very short space of time. In education, multimedia suites, subject-specific software, online communities and access to seemingly endless resources via the Internet illustrate the changing face of learning. With each technological shift, each new software or hardware, new challenges are presented for teachers to improve delivery and enhance learning. Whether you wish to integrate ICT further into your teaching of modern languages, or to bring the global dimension into your lessons, ICT international can help. You will find information and links to journals, policy documents, reports, partnership opportunities, events, funding programmes and resources. Global CALLIf you wish to improve and reflect on practice with colleagues worldwide, it is now very easy to keep in touch via email and the Internet. Click on Global CALL for information on teacher associations, online publications and forums, as well as reports and useful links focused on CALL (Computer Assisted Language Learning) from around the world. Projects plusElectronic communications allow teachers and pupils to develop partnerships and build projects with schoolchildren from other countries and continents. Pupils can use ICT creatively, working together to produce web pages or multimedia presentations, for example. To read about international projects you can get involved in, or to identify funding or potential partners, click on Projects plus. The global dimensionTechnological advances have truly created a ‘global village.’ Global issues such as poverty, environmental depletion, sustainable growth and fair trade can be explored more easily, by developing multi-lingual partnerships with schools across the world to compare experiences. Click on The global dimension for information on relevant funding, finding partners and resources in both English and target language.
Policy and practice For general information on UK and European policy on language learning, ICT in education and the international dimension, click on Policy and practice for useful links. You can also explore the use of ICT in schools across different countries of the world, with many websites offering policy documentation for download.
วันอังคารที่ 8 พฤษภาคม พ.ศ. 2550
About Information Technology at RIT
About Information Technology at RIT
In the late 1980's it became apparent to a small group of faculty at RIT that there was a need for a new kind of computing professional: someone who could function as a "users' advocate" and create computing infrastructure that "made things work." The typical business environment had shifted to a network of microcomputers, and users needed technical support to help them choose appropriate computing technologies, integrate technology into their workplace, and help them adapt to it and use it effectively. We saw that need and the Information Technology (IT) Department at RIT was born.
We were the first postsecondary program in information technology in the United States, accepting our first baccalaureate students in the fall of 1992. We followed up in 1995 with a MS in Information Technology. Being first had its advantages. During the explosive growth of the World Wide Web, we were defining IT as an academic discipline. As the digital revolution progressed, we educated information technologists with a "user focus." Today we have over 2000 graduates. Our graduates are game develolpers, web masters, new media developers, web content developers, network and system administrators, database specialists, application developers, and interface designers. In addition, we have had the honor of being the model for information technology programs at several other universities.
As IT technologies have emerged, our undergraduate and graduate curricula have kept pace. IT students can study website design and multimedia, computer game development, human-computer interaction, application development, database concepts, networking and system administration, electronic commerce, and learning and performance technology.
We are currently a major contributor to the effort to formalize IT as an academic discipline distinct from and on a par with Computer Science, Software Engineering, Computer Engineering, and Information Systems. In the spring of 2003, the Association of Computing Machinery (ACM) created the Special Interest Group for Information Technology Education (SIGITE). This effort led to the creation a model curriculum for IT and professional accreditation guidelines. In 2005 RIT's Information Technology BS program was in the first group of IT programs to be accredited by the Computing Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012 - telephone: (410)347-7700.
Whatever tomorrow's "hot" IT technology is, we will be here providing high quality technical education for future IT professionals!
In the late 1980's it became apparent to a small group of faculty at RIT that there was a need for a new kind of computing professional: someone who could function as a "users' advocate" and create computing infrastructure that "made things work." The typical business environment had shifted to a network of microcomputers, and users needed technical support to help them choose appropriate computing technologies, integrate technology into their workplace, and help them adapt to it and use it effectively. We saw that need and the Information Technology (IT) Department at RIT was born.
We were the first postsecondary program in information technology in the United States, accepting our first baccalaureate students in the fall of 1992. We followed up in 1995 with a MS in Information Technology. Being first had its advantages. During the explosive growth of the World Wide Web, we were defining IT as an academic discipline. As the digital revolution progressed, we educated information technologists with a "user focus." Today we have over 2000 graduates. Our graduates are game develolpers, web masters, new media developers, web content developers, network and system administrators, database specialists, application developers, and interface designers. In addition, we have had the honor of being the model for information technology programs at several other universities.
As IT technologies have emerged, our undergraduate and graduate curricula have kept pace. IT students can study website design and multimedia, computer game development, human-computer interaction, application development, database concepts, networking and system administration, electronic commerce, and learning and performance technology.
We are currently a major contributor to the effort to formalize IT as an academic discipline distinct from and on a par with Computer Science, Software Engineering, Computer Engineering, and Information Systems. In the spring of 2003, the Association of Computing Machinery (ACM) created the Special Interest Group for Information Technology Education (SIGITE). This effort led to the creation a model curriculum for IT and professional accreditation guidelines. In 2005 RIT's Information Technology BS program was in the first group of IT programs to be accredited by the Computing Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012 - telephone: (410)347-7700.
Whatever tomorrow's "hot" IT technology is, we will be here providing high quality technical education for future IT professionals!
IT Consulting Services
IT Consulting Services
or simply fill in where needed.
Networking & Communications
Networks
Wireless, WANs
Next-generation telephone systems, VoIP
Wiring (network and phone)
Internet
Internet and e-mail
Broadband connections
Web site hosting
Web site design & development
Problem Solving
Diagnosis and recovery
Pest and spyware removal
Virus removal
Security
Security for data and networks
Virus prevention
Pest and spyware prevention
Spam prevention
System maintenance
Hardware & Software
ITS CorporateClass™ PCs built and supported in-house
Support third party PCs, Macintosh
Hardware and software delivery and installation
Consulting
System design and consulting
Long term planning
Backup solutions
Data recovery
Planning office moves (telecom, power, wiring)
or simply fill in where needed.
Networking & Communications
Networks
Wireless, WANs
Next-generation telephone systems, VoIP
Wiring (network and phone)
Internet
Internet and e-mail
Broadband connections
Web site hosting
Web site design & development
Problem Solving
Diagnosis and recovery
Pest and spyware removal
Virus removal
Security
Security for data and networks
Virus prevention
Pest and spyware prevention
Spam prevention
System maintenance
Hardware & Software
ITS CorporateClass™ PCs built and supported in-house
Support third party PCs, Macintosh
Hardware and software delivery and installation
Consulting
System design and consulting
Long term planning
Backup solutions
Data recovery
Planning office moves (telecom, power, wiring)
Information and Communication Technology Program
Information and Communication Technology Program
The Program of Information and Communication Technology (ICT) established in 2005 is the newest program in the Faculty of Science. At present, the Program offers a four-year full time undergraduate program leading to a B.Sc. Degree in Information and Communication Technology. Around 70 students are admitted to the Program each year. The ICT curriculum is organized into four tracks of subjects : information technology, communication technology, computer hardware and software technology, and technology for management.
The Program of Information and Communication Technology (ICT) established in 2005 is the newest program in the Faculty of Science. At present, the Program offers a four-year full time undergraduate program leading to a B.Sc. Degree in Information and Communication Technology. Around 70 students are admitted to the Program each year. The ICT curriculum is organized into four tracks of subjects : information technology, communication technology, computer hardware and software technology, and technology for management.
วันพฤหัสบดีที่ 3 พฤษภาคม พ.ศ. 2550
What is ICT sourcing?
ICT is a management tool to support an agency's business requirements.
It typically includes components such as applications development, infrastructure (mainframes, midrange machines, desktops and servers), communications, strategy and administration.
ICT sourcing determines how an agency's ICT components are obtained, managed and run.
The basic objective of ICT sourcing is to deliver the required level of support for the agency's business requirements in the most cost effective way.
This is encapsulated in the Government's policy objective of achieving the best overall Value for Money ICT outcome.
For some agencies, the 'best level of support' may mean access to skills and expertise not available internally, or greater flexibility to allow ICT to meet changing business requirements.
Others may use ICT sourcing as a way to release resources and allow for a greater focus on strategic objectives.
We have defined three broad types of ICT sourcing, based on the degree to which ICT is managed externally and the number of vendors involved:
Self-managed: ICT is predominantly managed and run by internal resources, possibly including contractors or consultants, with little or no service level agreements (SLAs) with external vendors.
Single sourcing: ICT is predominantly run by a single external party under an SLA.
Selective sourcing: ICT is predominantly run by multiple external parties under one or several SLAs.
Single sourcing and selective sourcing are often grouped together and called 'outsourcing', while self-managed is also be referred to as 'in-house'.
In a self-managed arrangement, agencies would purchase goods from suppliers, and procurement would largely be transactional.
In an external arrangement - either single or selective - agencies would generally need to manage a more complex relationship with a vendor.
There are other sourcing models such as business process outsourcing (BPO), shared services, co-sourcing, offshore, and contracting out.
These can be considered variations within the three basic models described above.
It typically includes components such as applications development, infrastructure (mainframes, midrange machines, desktops and servers), communications, strategy and administration.
ICT sourcing determines how an agency's ICT components are obtained, managed and run.
The basic objective of ICT sourcing is to deliver the required level of support for the agency's business requirements in the most cost effective way.
This is encapsulated in the Government's policy objective of achieving the best overall Value for Money ICT outcome.
For some agencies, the 'best level of support' may mean access to skills and expertise not available internally, or greater flexibility to allow ICT to meet changing business requirements.
Others may use ICT sourcing as a way to release resources and allow for a greater focus on strategic objectives.
We have defined three broad types of ICT sourcing, based on the degree to which ICT is managed externally and the number of vendors involved:
Self-managed: ICT is predominantly managed and run by internal resources, possibly including contractors or consultants, with little or no service level agreements (SLAs) with external vendors.
Single sourcing: ICT is predominantly run by a single external party under an SLA.
Selective sourcing: ICT is predominantly run by multiple external parties under one or several SLAs.
Single sourcing and selective sourcing are often grouped together and called 'outsourcing', while self-managed is also be referred to as 'in-house'.
In a self-managed arrangement, agencies would purchase goods from suppliers, and procurement would largely be transactional.
In an external arrangement - either single or selective - agencies would generally need to manage a more complex relationship with a vendor.
There are other sourcing models such as business process outsourcing (BPO), shared services, co-sourcing, offshore, and contracting out.
These can be considered variations within the three basic models described above.
What is IT?
Information technology (IT) comprises the knowledge, skills and understanding needed to employ information and communications technologies appropriately, securely and fruitfully in learning, employment and everyday life. IT is to ICT as literacy is to books, journals or screen displays.
IT capability at school age includes:
understanding of how information is structured in a database;
skills in carrying out a search on the World Wide Web with sensitivity to meaning, accuracy of data and reliability of sources;
understanding of how computers can simulate real processes e.g. predator-prey relationships;
skills in using software e.g. word processing or e-mail to communicate effectively;
understanding that ICT can be used to control things;
knowledge of how to use ICT securely, with consideration of the feelings of other people, their rights to privacy and ownership of material.
The focus of IT is on pupils' capability with ICT. This is why IT is the overall title used for the National Curriculum subject and qualifications.
Not all IT learning will involve the use of computers. For example, teachers might ask pupils to:
sort real objects into different categories as an introduction to databases;
read a piece of printed text in order to identify the key words that might characterise it and help to retrieve it electronically if necessary;
develop paper-based models and simulations of situations;
consider the use of font sizes and print effects in newspapers and magazines as part of their work with word processors;
give each other instructions as a way of teaching about precision and control;
compare the use of IT tools and software with other ways of undertaking a design, composition or analysis task."
IT capability at school age includes:
understanding of how information is structured in a database;
skills in carrying out a search on the World Wide Web with sensitivity to meaning, accuracy of data and reliability of sources;
understanding of how computers can simulate real processes e.g. predator-prey relationships;
skills in using software e.g. word processing or e-mail to communicate effectively;
understanding that ICT can be used to control things;
knowledge of how to use ICT securely, with consideration of the feelings of other people, their rights to privacy and ownership of material.
The focus of IT is on pupils' capability with ICT. This is why IT is the overall title used for the National Curriculum subject and qualifications.
Not all IT learning will involve the use of computers. For example, teachers might ask pupils to:
sort real objects into different categories as an introduction to databases;
read a piece of printed text in order to identify the key words that might characterise it and help to retrieve it electronically if necessary;
develop paper-based models and simulations of situations;
consider the use of font sizes and print effects in newspapers and magazines as part of their work with word processors;
give each other instructions as a way of teaching about precision and control;
compare the use of IT tools and software with other ways of undertaking a design, composition or analysis task."
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