10.09.

2017

Caspian State University of Technologies and

Engineering named after Sh. Yessenov
Department of Information systems and energy

Information and
communication
technologies
Lecturer: Turymbetov Tursinbay Abdibekovich,
Candidate of Technical science,
associate professor

CONTENT OF THE COURSE

# Theme Content
1. An ICT role in key1.Definition of ICT. Subject ICT and its purposes. An ICT
sectors of develop- role in key sectors of development of society
ment of society. 2.Standards in the field of ICT.
Standards in the
3.Communication between ICT and achievement of the
field of ICT
objectives of the a sustainable development in the Millennium
Declaration.
2. Introduction to 1.Review of computer systems. Evolution of computer
computer systems. systems.
Architecture of 2.Architecture and components of computer systems. Use of
computer systems
computer systems. 3.Data presentation in computer systems.
3. Software. Operating 1.Software. Types of the software, purpose and characteristic.
Systems 2.Basic concepts of OS. Evolution of operating systems.
Classification of operating systems, including for mobile
devices.
3.Classification of desktop applications.

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4. Human computer 1.User interface as means of human-computer interaction.

Interaction Usability of interfaces.
2.Types of interfaces: command line interface, text interface,
graphic interface.
3.Physical and mental characteristics of the user.
Development stages of the user interface. Types of testing of
interfaces.
4.Perspectives of development of interfaces.
5. Database systems 1.Bases of management systems database: concept,
characteristic, architecture.
2.Data models. Normalization. Integrity constraint on data.
Fundamentals of SQL. Design and development of databases.
3.Technology of programming of ORM. The distributed,
parallel and heterogeneous databases.
6. Data analysis. Data 1.Data analysis bases. Methods of data collection,
Management classification and prediction.
2.Decision trees. Processing of large volumes of data.
3.Methods and stages of Data mining. Tasks of Data mining.

7. Networks and 1.Data transfer devices, transmission medium. Types of

telecommunications networks.
2.Stack protocols: TCP/IP, OSI. IP-addressing
3.Local and wide area networks. Wire and wireless network
technologies. DHCP protocol.
4.Technologies of connection to the Internet.
Telecommunication technologies.
8. Cybersecurity 1.Security risk of information and their classification.
(Cyber safety) Industry of cybersafety.
2.Cybersafety and control of the Internet. Malicious
apllications.
Measures and means of information protection.
3.Standards and specifications in the field of information
security.
4.Legal relations in the sphere of information security. Digital
signature. Encoding.

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9. Internet 1.Basic components of Internet.

technologies 2.The universal identifier of resources (URI), its assignment
and components.
3.Service DNS. Web technologies:HTTP,DHTML,CSS,and JS.
4.E-mail. Message format. SMTP, POP3, IMAP protocols.
10. Cloud and mobile 1.Date centeres. Tendencies of development of the modern
technologies infrastructure decisions.
2.Principles of cloud computing. Technologies of
virtualization. Web-service in the Cloud.
3.Main terms and concepts of mobile technologies. Mobile
services. Standards of mobile technologies.
11. Multimedia 1.Representation text, audio, video and graphical information
technologies in a digital format. Basic technologies for compression.
2. 3-D representations of the virtual world and animation.
Instruments of development of multimedia applications.
3.Use of multimedia technologies for planning, descriptions of
business processes and their visualization.

12. Smart Technology 1.Internet of things. Big data. Technology Block Chain.
2.Artificial intelligence. Use of Smart-services.
3.Green technologies in ICT.
4.Teleconferences. Telemedicine.
13. E-technologies. 1.Electronic business: Main models of electronic business.
E-business. Information infrastructure of electronic business. Legal
E-learning. regulation in electronic business.
E-government
2.Electronic training: architecture, structure and platforms.
Electronic textbooks
3.E-government: concept, architecture, services. Formats of
implementation of the e-government in developed countries.
14. Information 1.The software for the solution of tasks of the specialized
technologies in theprofessional sphere.
professional 2.Modern IT trends in the professional sphere: medicine,
sphere. Industrial
power, etc. Use of search engines and electronic resources in
ICT
the professional purposes.
3.Safety issues in industrial information and communication
technologies.

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15. Perspectives of1.Prospects of development perspectives in the sphere of IT of

development ofthe market: development of the free software.
ICT 2.Forming of an ecosystem of IT of entrepreneurship and
support small startup of the companies.
3.Programs of acceleration and incubation. Development of
necessary infrastructure of electronic payments and logistics.
4.Prospects of development of E-technologies.

Theme 1
An ICT role In key seCTors of
developmenT of soCIeTy.
sTAndArds In The fIeld of ICT
1.Definition of ICT. Subject ICT and its purposes. An
ICT role in key sectors of development of society
2.Standards in the field of ICT.
3.Communication between ICT and achievement of the
objectives of the a sustainable development in the
Millennium Declaration.

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1.Definition of ICT. Subject ICT and its purposes.

An ICT role in key sectors of development of society
Information and communication technologies are those technologies,
which enable society to create, collect, consolidate, communicate,
manage and process information in multimedia and various digital
formats for different purposes by using telecommunication techniques.

UNESCO defines ICT as the scientific, technological and

engineering disciplines and the management techniques used to handle
transmit information with men and machines.

According to the Digital video technical Glossary

ICT is the computing and communications facilities and features that
support teaching, learning and a range of activities in education.

The UK National Curriculum document in 2000 defines

ICT as the technology used to handle information and aid
communication

According to the official IBM Glossary

ICT is the use of computer based information systems and
communications systems to process, transmit, and store data and
information.

The UK Governments ICT year in 1972 describes

ICT as a collective terms involved in handling and transmitting
information. It includes computing, telecommunications and
microelectronics

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The phrase information and communication

technology has been used by academic
researchers since the 1980s, and the abbre-
viation ICT became popular after it was used
in a report to the UK government by Dennis
Stevenson in 1997, and in the revised
National Curriculum for England, Wales and
Northern Ireland in 2000. But in 2012, the
Royal Society recommended that ICT should no longer be used in
British schools "as it has attracted too many negative connotations",
and with effect from 2014 the National Curriculum uses the word
computing, which reflects the addition of computer programming into
the curriculum

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INFORMATION
Information refers to the knowledge obtained from reading,
investigation, study or research. The tools to transmit information are
the telephone, television and radio. Information is knowledge and
helps us to fulfill our daily tasks.

COMMUNICATION
Communication is an act of transmitting messages. It is a
process whereby information is exchanged between individuals using
symbols, signs or verbal interactions. Communication is important in
order to gain knowledge.

TECHNOLOGY
Technology is the use of scientific knowledge, experience and
resources to create processes products that fulfill human needs.
Technology is vital in communication

EDUCATION
In education, teachers, students, researchers and school administrators
benefits from the usage of ICT.
BANKING
In the banking, customers, businessman & bank administrator benefits
from the usage of ICT.
INDUSTRY
Computers are used to facilitate production planning and control
systems, to support chain management and to help in product design in
the industrial sector. In the industrial sector, workers, researchers and
administrator benefits from the usage of ICT.
E-COMMERCE
E-commerce helps in boosting the economy. It makes buying and
selling activities easier, more efficient and faster. For this application,
computers, Internet and shared software are needed. In the e-commerce
sector, customers, suppliers and employees benefits from the usage of
ICT.

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Communication
ICT plays an important role to develop the
system of communication. It has linked up
the district Parts of the world. The present
systematic and developed communication
mediums such as telephone, fax , telegram, e-
mail, cellular phone etc. are the results of
ICT. They have decreased our time, distance
and made the world closer to us.

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FASTER
COMMUNICATION
SPEED

LOWER
SOCIAL PROBLEMS COMMUNICATION
COST

impact of ICT
on society
BORDERLESS RELIABLE MODE OF
COMMUNICATION COMMUNICATION

PAPERLESS EFFECTIVE SHARING

ENVIRONMENT OF INFORMATION

Scientific-Exploration
The proliferation of information and
communication technology is
increasing day by day. By the help of
ICT, the scientists have been able to
invent new inventions such as
computer, cable TV , the rocket by
which men have landed on moon,
mars and are trying to live there. Thus
ICT is playing a vital role in exploring
and inventing new scientific
inventions.

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Military-Force
To protect any country from the
attack of enemies, a strong and
well-organized military force is a
must. ICT plays as a key role to
strong and organized the military
force of any country by providing
real information. So , it is an
important component for the
military sector.

Economic-Structure
Strong economical structure is the key for the development of any
country. Mainly, ICT handle the economical structure of any country
now a days. It strengthens the economy by providing proper
knowledge about the economy of the developed countries. Thus, ICT
can play an important factor for establishing a strong economy.

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Figure. Contribution of ICT Investment to GDP Growth (selected

countries)

Transportation
ICT plays a significant role in our transport field. It has decreased
the distance of place, saved our valuable time and established easy
transporting. so we can travel hundreds of miles within a very short
time, send goods any where swiftly. All of this facilities are the gift of
ICT.

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Impact of ICT on information institutions

ICT plays important roles on library and others information
institutions, which are shown below:
* ICT has made information processing on digital format.
*It has made networking and sharing of information resources
possible.
* It has saved the space of library by creating library materials in
digital format.
* It has ensured online accessing and files transferring.
* It has increased the working speed of the library.

Internet User

Information
Professional

Impact on library materials

Due to the invention of and use of ICT in libraries, some
radical changes have found on library materials, which are
given below:
* Digital informations can be sent in multiple copies
simultaneously over informations networks in fractions of
a minute or even of a second
* Digital informations may be free or cheaper than print
equivalents.
* Information can be cut or copied and pasted from one
document to another very easily.
* ICT has ensured the digital information anywhere,
anytime accessible.

E-
E-Books E- Journal E-magazine
Newspaper

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Impact on user community

ICT has influenced deeply on user community by different ways.

These ways are indicated below steps to step:
*ICT has increased the level of technology literacy of user
community
* It has increased the demand for better and faster access to
information
* It has aggravated discrepancies between the information poor and
information rich
* It has established a balance service for all stages of users.
* It has kept the users update by providing current information.
* It has made users skilled in using technological components i.e.
computer operating internet browsing, e-mailing, chatting, etc. rapidly.

2.Standards in the field of ICT.

The role of ICTs in education settings has been widely debated in
recent decades: teachers and researchers have wondered about the
extent to which linking ICTs to education practices truly promotes
learning. It is now seen as important to move beyond debates on the
technical aspects of ICTs (access, coverage and speed) to consider
education strategies that facilitate changes in the knowledge of students
participating in technology-enabled educational activities. It is
therefore vital to know how teachers adopt ICTs in their educational
practice.

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As a result, the aim of a training plan based on ICT adoption should

develop a series of competencies in the educational use of such
technologies. In this case, the skills prioritized are the design,
implementation and assessment of ICT-enabled educational spaces.
Competencies in the design of ICT-enabled education settings refer to
planning and organizational skills around elements that lead to the
construction of ICT-enabled education settings for meaningful learning
and comprehensive education for students.
Competencies relating to implementing ICT-enabled learning
experiences in education settings relate to skills that facilitate the
design and planning of an education setting and that are then reflected
in a teachers education practice.
Lastly, competencies to assess the effectiveness of ICT-enabled
education settings are linked to skills that enable teachers to evaluate
effectiveness to promote meaningful learning in students as a result of
ICTs being incorporated into their practice.

The following table illustrates the components of the model.

Table. Components of the Model of ICT Standards and Competencies.

Levels of ICT adoption from the pedagogical dimension based on levels
of adoption.

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The model guidelines are then used

to ensure that teacher training aims
to transform practice as part of an
upward trend. Although a teachers
practices may be at various levels
depending on competency and the
level of adoption, training plans
and/or routes should lead the teacher
to transform practice based on the
features of the next level of adoption.
Figure 2 represents the training route
that provides the standards with
meaning and usefulness.

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STANDARDS OF ICT COMPETENCIES FROM THE

PEDAGOGICAL DIMENSION:

INTEGRATION LEVEL
Competency 1. Design
COMPETENCY Level element: FAMILIARIZES
1. Designs ICT-enabled 1.1. Knows that ICTs contribute to the storage,
education settings for communication, transmission and exchange of
meaningful learning and information in the design of an education setting.
comprehensive education Level element: UTILIZES
of students. 1.2. Strategically organizes the use of ICTs for the
storage, communication, transmission and exchange of
information in the design of an education setting.
Level element: TRANSFORMS
1.3. Adapts the organization of the use of ICTs for the
storage, communication, transmission and exchange of
information in the design of an education setting.

Competency 2: Implements
COMPETENCY Level element: FAMILIARIZES
2. Implements meaningful 2.1. Knows how to implement ICTs for the storage,
ICT-enabled learning communication, transmission and exchange of
experiences. information in an education setting.
Level element: UTILIZES
2.2. Uses ICTs to store, communicate, transmit and
exchange information in an education setting.
Level element: TRANSFORMS
2.3. Adapts the use of ICTs for the storage,
communication, transmission and exchange of
information in an education setting.

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Competency 3: Assesses
COMPETENCY Level element: FAMILIARIZES
3. Assesses the 3.1. Knows that ICTs facilitate assessment of
effectiveness of ICT- effectiveness in terms of the storage, communication,
enabled education settings transmission and exchange of information in an
to promote meaningful education setting.
student learning. Level element: UTILIZES
3.2. Utilizes ICTs to assess effectiveness in terms of the
storage, communication, transmission and exchange of
information in an education setting.
Level element: TRANSFORMS
3.3. Adapts the use of ICTs to assess effectiveness in
terms of the storage, communication, transmission and
exchange of information in an education setting.

REORIENTATION LEVEL
Competency 1. Design
COMPETENCY Level element: FAMILIARIZES
1. Designs ICT-enabled 1.1. Knows that ICTs have the potential to contribute to
education settings for students knowledge construction in an education setting.
meaningful learning and Level element: UTILIZES
comprehensive education 1.2. Strategically organizes the use of ICTs for students
of students. to construct knowledge in an education setting.
Level element: TRANSFORMS
1.3. Adapts the organization and use of ICTs for students
knowledge construction in an education setting.

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Competency 2: Implements
COMPETENCY Level element: FAMILIARIZES
2. Implements meaningful 2.1. Knows how to implement ICTs to construct student
ICT-enabled learning knowledge in an education setting.
experiences for Level element: UTILIZES
comprehensive education 2.2. Utilizes ICTs to construct student knowledge in an
of students. education setting.
Level element: TRANSFORMS
2.3. Adapts the use of ICTs for students knowledge
construction in an education setting

Competency 3: Assesses
COMPETENCY Level element: FAMILIARIZES
3. Assesses the 3.1. Knows that ICTs facilitate the assessment of
effectiveness of ICT- effectiveness for students knowledge construction in an
enabled education settings education setting.
to promote meaningful Level element: UTILIZES
student learning. 3.2. Utilizes ICTs to assess effectiveness in building
student knowledge in an education setting.
Level element: TRANSFORMS
3.3. Adapts the use of ICTs to assess effectiveness in
constructing student knowledge in an education setting.

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EVOLUTION LEVEL
Competency 1. Design
COMPETENCY Level element: FAMILIARIZES
1. Designs ICT-enabled 1.1. Knows the importance of keeping up to date with
education settings for ICTs and teaching-learning processes to generate new
meaningful learning possibilities of ICT use and to share with colleagues the
and comprehensive progress in practice and or/strategies in an education
education of students. setting.
Level element: UTILIZES
1.2. Strategically organizes ICT use to generate new
possibilities for their use and to share with colleagues the
progress in practice and or/strategies in an education
setting.
Level element: TRANSFORMS
1.3. Adapts the organization and use of ICTs to generate
new possibilities for their use and to share with
colleagues the progress in practice and or/strategies in an
education setting.

Competency 2: Implements
COMPETENCY Level element: FAMILIARIZES
2. Implements significant 2.1. Knows how to implement ICTs to generate new
ICT-enabled learning possibilities for their use and to share with colleagues the
experiences for progress in practice and or/strategies in an education
comprehensive education setting.
of students. Level element: UTILIZES
2.2. Utilizes ICTs to generate new possibilities for their
use and to share with colleagues the progress in practice
and or/strategies in an education setting.
Level element: TRANSFORMS
2.3. Adapts the use of ICTs to generate new possibilities
for their use and to share with colleagues the progress in
practice and or/strategies in an education setting.

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Competency 3: Assesses
COMPETENCY Level element: FAMILIARIZES
3. Assesses the 3.1. Knows that ICTs facilitate the assessment of
effectiveness of ICT- effectiveness in an education setting to generate new
enabled education settings possibilities for their use and to share with colleagues the
to promote meaningful progress in practice and or/strategies.
student learning. Level element: UTILIZES
3.2. Utilizes ICTs to assess effectiveness in an education
setting to generate new possibilities for their use and to
share with colleagues the progress in practice and
or/strategies.
Level element: TRANSFORMS
3.3. Adapts the use of ICTs to generate new possibilities
for their use and to share with colleagues the progress in
practice and or/strategies.

The End

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