MODULE 1

INTRODUCTION TO INFORMATION AND COMMUNICATIONS

TECHNOLOGY
ICT: AN INTRODUCTION
• It is important to stay updated with knowledge of the trends we are
going along with, especially given that we are dealing with gadgets
and electronic tools throughout our lives. To be able to do that, we
must know which specific tool to use to assist us in gathering this
information.
• These tools may come as a hardware device or simply an application
sitting in your desktop or laptop computers. As for software, we also
need to know how to use some of the advanced applications since we
are dealing with them most of the time either as a student or as a
professional.
ICT: AN INTRODUCTION
• ICT is an acronym for Information and Communications Technology.
A good way to think about ICT is to consider the use of technology,
which enables individuals, businesses and organizations to use digital
information.
• ICT covers any product that will store, retrieve, manipulate, transmit
or receive information electronically in a digital form.
• This covers areas under education, banking, healthcare, government,
business, and so many branches that we can think of.
1.1 Current State of ICT Technologies
Timeline and Definition
• Web 1.0 is considered the foundation of web technology. The
objective of Web 1.0 was to provide access to the Web itself, making
the people to view and read the information.
• The key areas of interest centered on protocols such as HTTP, open
standard markup languages such as HTML and XML, Internet access
through ISPs, the first Web browsers, Web development platforms
and tools, Web-centric software languages such as Java and
Javascript, the creation of Web sites, the commercialization of the
Web and Web business models, and the growth of key portals on the
Web.
1.1 Current State of ICT Technologies
• The infancy of Web 1.0 is the purpose of the birth of Web 2.0, known
as the second generation of Internet-based services. Most of the
Internet navigators are now able to perform modification of
information, and interact with one another to share ideas and
knowledge. Another trend that has been a major factor in Web 2.0 is
the emergence of the mobile Internet and mobile devices (including
camera phones) as a major new platform driving the adoption and
growth of the Web.
• Web 3.0 is referred to as ‘the intelligent Web’. At this instance, usage
of semantic web, microformats, natural language search, data-mining,
machine learning, recommendation agents, and artificial intelligence
technologies.
1.1 Current State of ICT Technologies
1.1.1 Web 2.0
• Web 2.0 is the current state of online technology as it compares with
the early days of the Web, characterized by greater user interactivity
and collaboration, more pervasive network connectivity and
enhanced communication channels.
• One of the most significant differences between Web 2.0 and the
traditional World Wide Web (WWW, retroactively referred to as Web
1.0) is greater collaboration among Internet users, content providers
and enterprises.
1.1.1.1 Elements and Tools of Web 2.0
Elements of Web 2.0
• Online database with adjustable content
• The increasing prevalence of Software as a Service (SaaS), web apps and cloud computing
• Mobile computing
• Mash-ups
• Social networking
• Crowdfunding or Crowdsourcing
• User-generated content (UGC)
• Unified communications (UC)
• Social curation
1.1.1.1 Elements and Tools of Web 2.0
Web 2.0 tools
• Social media are Web 2.0 tools allowing people to interact with one
another exchange information, career interests, ideas, and
pictures/videos in virtual communities and networks.
• Social bookmarking is a user-defined taxonomy system for
bookmarks.
• A Podcast is basically just an audio (or video) file. What distinguishes
a podcast from other types of audio on the Internet is that a
“podcaster” can solicit subscriptions from listeners, so that when new
podcasts are released, they are automatically delivered, or fed, to a
subscriber's computer or mobile device.
1.1.1.1 Elements and Tools of Web 2.0
• Educational tools. There are two types of educational tools under
Web 2.0.
• Electronic portfolios (also referred to as ePortfolios or Webfolios) are gaining
recognition as a valuable tool for learners. It is practically a storage medium
for individuals who wish to store learned information.
• Learning Management Systems (LMS), however, is faculty-centered type of
application that is focused on providing tools for students to learn and be
assessed with.
• LMS is owned by the institution to where it is currently being
implemented while the ePortfolio is owned by the learner.
1.1.1.2 The History of Web 2.0
• The foundational components of Web 2.0 are the advances enabled
by Ajax and other applications such as RSS and Eclipse and the user
empowerment that they support.
• Darcy DiNucci coined the term “Web 2.0" in her 1999 article,
"Fragmented Future”, indicating that the Web will be known to be a
"transport mechanism. Darcy foresaw that the Web will be seen not
only on personal computer units but in TV sets, car dashboards,
mobile phones, and hand-held game machines as well.
• Tim O'Reilly is generally credited for popularizing the term. O'Reilly
Media has subsequently been energetic about trying to copyright
"Web 2.0" and holds an annual conference of the same name.
1.1.1.2 The History of Web 2.0
Web 1.0 Web 2.0
DoubleClick Google AdSense
Ofoto Flickr
Akamai BitTorrent
mp3.com Napster
Britannica Online Wikipedia
personal websites blogging
evite upcoming.org and EVDB
domain name speculation search engine optimization
page views cost per click
screen scraping web services
publishing participation
content management systems wikis
directories (taxonomy) tagging ("folksonomy")
stickiness syndication
1.1.1.3 Web 2.0 Technologies
Adobe Flash
• This is the plug-in on browsers used for delivering high-impact, rich
Web content. Designs, animation, and application user interfaces are
deployed immediately across all browsers and platforms, attracting
and engaging users with a rich Web experience.
Microsoft Silverlight
• Silverlight is a powerful development tool for engaging on interactive
user experiences for Web and mobile applications similar with Adobe
Flash. This tool is a free plug-in that is based under the .NET
framework and compatible with multiple browsers, devices and
operating systems.
1.1.1.3 Web 2.0 Technologies
JavaScript
• JavaScript is the programming language of HTML and the Web used to
define the behavior of web pages.3 An instance of this is a new
window being displayed after clicking an image, text shown in
marquee mode (string of text displayed moving from left to right and
vice versa), or a control being in and out of visibility.
Torrent
• A torrent is also a server, sharing the workload and making heavily
demanded content more accessible that it would be in the centralized
model where demand can lead to overwhelmed servers and pages.
1.1.1.3 Web 2.0 Technologies
Other Technological Innovations of Web 2.0
Manufacturing 2.0
• The integration of Web 2.0 communication and collaboration
applications into traditional manufacturing practices and processes
has been dubbed Manufacturing 2.0. Manufacturing 2.0 takes typical
Web 2.0 apps and services and incorporates them into every stage of
development and production.
1.1.1.3 Web 2.0 Technologies
1.1.1.3 Web 2.0 Technologies
Enterprise 2.0
• Similarly, the inclusion of Web 2.0 technologies into an enterprise’s
business processes, intranet and extranet is sometimes referred to as
Enterprise 2.0 (E2.0). Most enterprise 2.0 followers use a combination
of blogs, social networking and social collaborative tools as well as
free, paid and homegrown technologies.
1.1.1.3 Web 2.0 Technologies
1.1.2 The future of Web 2.0: Web 3.0
• Web enthusiasts believe that the Web 2.0 is just one phase that
transformed World Wide Web into a newer and more established
phase they call Web 3.0, also known as the Semantic Web.
• Tim Berners-Lee, founder of WWW, suggested developers and
authors, singly or in collaboration, to utilize self-descriptions to
inform users of all suggested sites to lessen users' struggle in
searching for the correct information.
• Web 3.0 will involve the publishing of web resources in languages
intended for data (such as XML, RDF, OWL and XHTML) to supplement
them with metadata that will allow software to analyze, classify and
deliver content for more personal relevance.
1.1.2 The future of Web 2.0: Web 3.0
• The evolution of Web 1.0 to 2.0 up until 3.0 which is where we are
now is discussed in the link below. Click the image to play the video
clip.
1.1.2.1 Web 3.0 Expanded Definition
Web 3.0 might be defined as a third-generation Web enabled by the
convergence of several key emerging technology trends:
• Ubiquitous Connectivity
• Broadband adoption
• Mobile Internet access
• Mobile devices
• Network Computing
• Software-as-a-service business models
• Web services interoperability
• Distributed computing (P2P, grid computing, hosted “cloud computing” server
farms such as Amazon S3)
1.1.2.1 Web 3.0 Expanded Definition
• Open Technologies
• Open APIs and protocols
• Open data formats
• Open-source software platforms
• Open data (Creative Commons, Open Data License, etc.)
• Open Identity
• Open identity (OpenID)
• Open reputation
• Portable identity and personal data
• The Intelligent Web
• Semantic Web technologies
• Distributed databases
• Intelligent applications
1.1.2.2 Ubiquitous Computing
1.1.2.2 Ubiquitous Computing
The following defines clearly the elements involved in a pervasive
computing system:
• Information Context Aware
• The ability to collect, metricize , monitor and platform machine to machine M2M, machine to
human M2H telemetry across a wide range of structured, semi-structured and unstructured
data
• Situation Context Aware
• The ability to create new physical and virtual environments with intelligence information an
process context from the level large to the very small.
• Internet of Things
• The ability to multiplex and multiplicity of entities, assets and services spacing beyond the
computing sphere into many other metasystems in social, commercial, organizational,
biological and sustainability system
1.1.2.3 More Intelligent Web
• The threshold of the third-generation Web will have been crossed in
2007. At this juncture, the focus of innovation will start to shift back
from front-end improvements towards back-end infrastructure level
upgrades to the Web.
• Because the focus of the third-generation Web is quite different from
that of Web 2.0, this new generation of the Web probably does
deserve its own name.
• In keeping with the naming convention established by labeling the
second generation of the Web as Web 2.0, this third-generation of
the Web could be called Web 3.0.
1.1.2.3 More Intelligent Web: Technological
Convergence
• Digital convergence refers to the convergence of four industries into
one conglomerate, ITTCE (Information Technologies,
Telecommunication, Consumer Electronics, and Entertainment).
Previously separate technologies such as voice (and telephony
features), data (and productivity applications), and video can now
share resources and interact with each other synergistically.
1.1.2.3 More Intelligent Web: Technological
Convergence
1.1.2.3 More Intelligent Web: Technological
Convergence
• Telecommunications convergence, or network convergence, is the
term used to describe emerging telecommunications technologies,
and network architecture used to migrate multiple communications
services into a single network.
• Specifically this involves the converging of previously distinct media
such as telephony and data communications into common interfaces
on single devices, such as most smart phones can make phone calls
and search the web.
1.1.2.3 More Intelligent Web: Technological
Convergence
1.1.2.3 More Intelligent Web: Technological
Convergence
• Media convergence, in this instance, is defined as the interlinking of
computing and other information technologies, media content, and
communication networks that have arisen as the result of the
evolution and popularization of the Internet as well as the activities,
products and services that have emerged in the digital media space.
1.1.2.3 More Intelligent Web: Technological
Convergence
1.1.3 Social and Assistive Media
• Social media is merely a collection of communication channels
accessed through the Web and mobile applications with the purpose
of allowing users to interact, collaborate, and exchange information,
interests, ideas, and any visual representation with another user in a
Web-based community.
1.1.3 Social and Assistive Media
Types of social media
• Microblogging is a web service, which allows the subscriber to
broadcast short messages to other subscribers of the service. This is a
type of blog that lets users publish short text updates, the posts of
which are termed microposts.
• Microposts can be made public on a Web site and/or distributed to a
private group of subscribers.
 1.1.3 Social and Assistive Media
Service Owner Launched Primary service Software license Content license Multilingual Ad-free

Facebook Facebook, Inc. 2004-02 social network proprietary own TOS Yes No

Google+ Google, Inc. 2011-06 social network proprietary own TOS Yes No

identi.ca Status Net, Inc. 2008-07 micro-blogging Apache v2 (pump.io) CC-BY 3.0 Yes Yes

Tout Tout 2010-04 micro-blogging proprietary own TOS Yes Yes

Twitter Twitter, Inc. 2006-08 micro-blogging proprietary own TOS Yes No

Yammer Yammer, Inc. 2008-09 micro-blogging proprietary own TOS Yes Yes
1.1.3 Social and Assistive Media
• Social curation is collaborative online sharing of content organized
around by an individual or number of people within the community.
• An alternate term, “content aggregation,” is sometimes proposed to mitigate
how other discriminators disagree of the term curation as it is originally
meant for the ones used in the field of arts.
• Wikis are content management systems that provide collaborative
modification of its content and structure directly from the web
browser.
• Coined from a Hawaiian term which means quick, a wiki is run using wiki
software, otherwise known as a wiki engine. In a typical wiki, text is written
using a simplified markup language (known as "wiki markup"), and often
edited with the help of a rich-text editor.
1.1.3 Social and Assistive Media
Prominent Examples of Social Media Sites
• Facebook is a popular free social networking website that
allows registered users to create profiles, upload photos and
video, send messages and keep in touch with friends, family
and colleagues.
• Twitter is a free microblogging service that allows registered
members to broadcast short posts called tweets.
• Google+ (pronounced Google plus) is Google's social
networking project, designed to replicate the way people
interact offline more closely than is the case in other social
networking services.
1.1.3 Social and Assistive Media
• Wikipedia is a free, open content online encyclopedia
created through the collaborative effort of a community of
users known as Wikipedians.
• LinkedIn is a social networking site designed specifically for
the business community. The goal of the site is to allow
registered members to establish and document networks
of people they know and trust professionally.
• Pinterest is a social curation website for sharing and
categorizing images found online. Pinterest requires brief
descriptions but the main focus of the site is visual.
1.1.3 Social and Assistive Media
Assistive Media
• Assistive media is an Internet-based audio reading service for people
with reading impairments. This opens unique avenue of accessibility
for said individuals with visual, cognitive, and communication
disabilities.
• There is an existing site that allows one to access some of the
available recordings. The service offered by this site is open and free
of charge, and there is no need for anyone to sign up to download the
data.
1.1.4 Educational Technology
• Research findings show that ICT can lead to improved student
learning and better teaching methods.
• It has proven effective in contributing to universal access to
education, equity in education, the delivery of quality learning and
teaching, teachers’ professional development and more efficient
education management, governance and administration.
1.1.4 Educational Technology
Advantages of ICT for education
• Through the use of ICT tools, mentors may be able to use images that
will allow memory retention and boost of interest ensuring students'
comprehension
• Through the use of ICT tools, mentors may be able to explain
complicated instructions and be able to easily access resources to
knowledge being imparted to the students.
• Through the use of ICT tools, mentors may be able to create an
environment making the modules enjoyable, which could improve
student attendance and concentration.
1.1.4 Educational Technology
Disadvantages of ICT for education
• The tools should be made available during the class. It would be a
burden for the whole class if they will be unable to access the
resources needed due to slow connection, loss of internet bandwidth,
or sudden power outage.
• The tools are expensive to afford - desktop/laptop units, licensed
software, routers/switches, LAN cables, and so many more cost more
than markers, whiteboards and board eraser.
• Teachers should have a broad experience and knowledge when it
comes to ICT tools usage.
1.1.4.1 Learning Management Systems
• Learning Management System (LMS) is the most common
option/format for teaching online. Click the image below to play the
video clip, which summarizes the purpose of LMS.
1.1.4.1 Learning Management Systems
• Learning Management System functions solely as an online classroom
where professors can:
• discuss modules online,
• upload reading materials,
• play educational videos and audio files,
• carry out learning activities,
• make announcements,
• assess and grade student work.
• LMSs store and deliver materials developed in a variety of different
formats — everything from MS Office documents to videos and third-
party applications.
1.1.4.1 Learning Management Systems
• Essentially all LMSs have “standard” or typical and uniform features,
including:
• Analytics (with varying degrees of quality)
• Apps
• Assignment submission
• Discussion forum
• File upload/ download capacity
• Grading
• Instant messages
• Online calendar
• Online news and announcement (institution and course level)
• Online quiz
• Wiki
• Widgets that allow connections to social media
1.1.4.1 Learning Management Systems
Here is a quick overview of some of these tools:
• Discussion Pages
• The discussion pages allow the instructor to confer modules that are related
to the topic to be taught for the specific class hours.
• Chat Rooms
• Chat rooms are great for office hours. Students know that they can drop in at
a certain time and find their instructor there.
• Threaded Discussions
• These are discussions that allow a user to follow a thread/theme. It is useful
for those who are unable to join a discussion within the provided time frame,
or for some discussions that are found to be broad and may be discussed in a
very long span of time.
1.1.4.1 Learning Management Systems
• Group Pages
• Group pages are areas where students can communicate with a sub-set of
classmates, can share files, and can work collaboratively.
• Online Tests
• Students may take the exams online with an allotted timeframe to complete
it.
• Grade book
• Teachers may get for the students' grade without having to create a
spreadsheet file using the LMS
1.1.4.1 Learning Management Systems
• LMSs serve many functions, but it is best to think of them as a
repository or vehicle for learning, not the learning itself.
• LMSs do not support content creation and their functionality is
usually limited. Rather, the professor with an instructional designer,
or an instructional designer, designs content, using separate,
dedicated content authoring software, and places content in the LMS
and runs classes, discussions, quizzes through the LMS.
• Each LMS has its strength and weaknesses and there are far too many
to discuss here.
1.1.4.1 Learning Management Systems
Since they are so similar, the biggest factors in considering LMS are (not
in order):
• Cost
• Ease of use
• The LMSs (and company’s) maturity and presence
• Appearance (look and feel)
• The ability to integrate with existing Student Information Systems
(SIS)/Education Information Management Systems (EMIS)
• Suite of supports
• Special features
1.1.4.2 Social Media and Peer-to-Peer
Platforms
• Because Facebook is the most popular site on the World Wide Web
(one of every seven minutes spent online is on Facebook), free social
media networks can be an alternative to an LMS.
• Edmodo, for example, is a free educational social networking
application. This type of application is used as an alternative to LMSs
by universities and Ministries of Educations and schools all over the
world because of the following reasons:
• Cost
• Educational focus
• Less bandwidth intensive
• Serves as an online classroom
• Familiar and easy to use
1.1.4.2 Social Media and Peer-to-Peer
Platforms
• There are other options in this space, everything from VoiceThread to
Twitter chats to online learning communities, like Classroom 2.0 (not
technically social media) or Peer2Peer University to blogs (like this
one).
• If the idea is to have learners teaching each other in an open
environment (versus the traditional instructor in the “walled garden”
of an LMS), option 2 may be a good way to go.
1.1.4.2 Social Media and Peer-to-Peer
Platforms
1.1.4.2 Social Media and Peer-to-Peer
Platforms
• To be able to have a glance at what a social networking can be used
as an online educational tool, click the image below to see the
features and functionality of Edmodo.
1.1.4.3 Conferencing Applications
Online Meeting
• One alternative to the standard online course (via an LMS) or a social
networking site is an online conferencing system that allows for
webinars (seminars conducted via the web) and online meetings.
• Web conferences mimic the traditional lecture one finds in university
or classroom--the instructor can lecture, share notes or a
presentation and students can even virtually raise their hands and ask
questions/communicate through voice or chat.
1.1.4.3 Conferencing Applications
Two-way Audio
• A final option is to use two-way video for one-to-one coaching and
tutoring (for example, Skype or Google Hangouts).
• This is an extraordinarily powerful form of online learning because it
can provide intensive one-to-one (or one-to-many) instruction and
support and make e-learning less impersonal and more “face-based.”
• And of course, seeing someone and talking with them one-on-one is
so essential to developing rapport—and when online learners
develop a rapport with their online instructor they are more likely to
persist in an online course of study.
 1.2 Online Safety, Security, Ethics and
Etiquette
• Almost all people surf the web to check their blogs and emails,
download songs and videos, watch video clips, and so many other
online activities. According to July 2016 statistics, there are already
3.4 BIllion Internet users worldwide. This means that there are so
many people who are into browsing over the Internet worldwide.
These users are prone to certain attacks, may it be one that cause
damage or hacks your system to gather essential information.
Year Internet Users Penetration World Non-Users 1Y User 1Y User World Pop.
(% of Pop) Population (Internetless) Change Change Change
2016* 3,424,971,237 46.1 % 7,432,663,27 4,007,692,038 7.5 % 238,975,0 1.13 %
5 82
1.2 Online Safety, Security, Ethics and
Etiquette
Your Online and Offline Identify
• As more time is spent online, your identity, both online and offline,
can affect your life. Your offline identity is the person who your
friends and family interact with on a daily basis at home, at school, or
work.
• Your online identity is who you are in cyberspace. Your online identity
is how you present yourself to others online.
• Your online identity can also be considered as an actively constructed
presentation of oneself.
• An online identity may even be determined by a user's relationship
to a certain social group they are a part of online.
1.2 Online Safety, Security, Ethics and
Etiquette
• In some online contexts, including Internet forums, online chats, and
massively multiplayer online role-playing games (MMORPGs), users
can represent themselves visually by choosing an avatar, an icon-sized
graphic image.
• Online identities are associated with users through authentication,
which typically requires registration and logging in.
• A part of ICT learning is to make sure that individuals are aware of the
online security threats and all possible measures to combat and
prevent such attacks.
1.2.1 Your Online Data
Data and Information
• Any information about you can be considered your data. This
personal information can uniquely identify you as an individual. This
data includes photos and messages that you exchange with your
family and friends online.
• Other Information, such as name, social security number, date and
place of birth, or mother‘s maiden name, is known by you and used
to identify you.
1.2.1 Your Online Data
• Medical Records - Information provided to you by your doctor,
including physical and mental health, prescription and other personal
information that may not be medically related, is considered your
electronic health records (EHRs). Besides your medical history and
personal information, the EHR may also include information about
your family.
• Clinical data like heart rates, blood pressures, and blood sugar levels
that may be stored via under a cloud platform is also considered a
part of your medical record
1.2.1 Your Online Data
• Education Records - Your grades and test scores, your attendance,
courses taken, awards and degrees rewarded, and any disciplinary
reports may be in your education record. This record may also include
contact information, health and immunization records, and special
education records including individualized education programs (IEPs).
• Employment and Financial Records - Your financial record may include
information about your income and expenditures. Tax records could
include paycheck stubs, credit card statements, your credit rating and
other banking information. Your employment information can include
your past employment and your performance.
1.2.1 Your Online Data
Types of Organizational Data
• Traditional Data
• Corporate data include personnel information, intellectual properties, and
financial data.
• Personnel information include application materials, payroll, offer letters,
employee agreements, and any information used in making employment
decisions.
• Intellectual property, such as patents, trademarks and new product plans,
allows a business to gain economic advantage over its competitors.
1.2.1 Your Online Data
• Internet of Things and Big Data
• With the emergence of the Internet of Things (IoT), there is a lot more data to
manage and secure.
• IoT is a large network of physical objects, such as sensors and equipment that
extend beyond the traditional computer network.
• All these connections, plus the fact that we have expanded storage capacity
and storage services through the Cloud and virtualization, lead to the
exponential growth of data.
• This data has created a new area of interest in technology and business called
“Big Data".
1.2.2 Online Security Threats and Attacks
Malicious programs
• We have been hearing worms, viruses, and Trojan horses, but we
cannot usually distinguish one from the other. Most of the time, we
even treat all malicious programs as viruses as this is the most
common term people know; the terms are used interchangeably
when they function unlikely from the other. Whatever their
differences are, all of them are critical threats that can certainly
damage our PC's or laptops.
1.2.2 Online Security Threats and Attacks
Sources of threats
• visiting sites that contains drive-by attack codes.
• downloading malicious software disguised as keygens, cracks, and patches
• downloading files via peer-to-peer networks (for example, torrents).
• downloading attachments from emails sent especially from unknown sources
• replying to emails involving your credentials such as credit card numbers, social
security numbers, and few other things
• installing software applications with bugs, glitches and vulnerabilities
• plugging in removable media containing malicious programs
1.2.2 Online Security Threats and Attacks
Common Effects of Malware
• slowing down your operating system, your Internet speed or the
speed of your applications.
• unexpected pop-ups appearing on the system
• system crashes frequently or BSOD (Blue Screen of Death) is
experienced regularly.
• physical disk continues to exhibit excessive activity even when you
don’t use it and there is no program or download running at that
moment, this could be the right time to check your system for
malware.
• running out of hard disk space
1.2.2 Online Security Threats and Attacks
• high network activity is being observed
• new homepage, new toolbars or unwanted websites being accessed
• programs automatically open and close without user intervention and
unusual messages seen in the during or after the booting process
• system suddenly shuts down for no reason
• security solution is disabled
• strange messages sent from your blogs or emails to your peers via
applications in your system that you do not have any control of.
1.2.2 Online Security Threats and Attacks
Classes of Malicious Software
1. Viruses
• A computer virus is a type of malware that propagates by inserting a
copy of itself into and becoming part of another program.
• It spreads from one computer to another, leaving infections as it
travels.
• Almost all viruses are attached to an executable file, which means the
virus may exist on a system but will not be active or able to spread
until a user runs or opens the malicious host file or program. When
the host code is executed, the viral code is executed as well.
1.2.2 Online Security Threats and Attacks
2. Worms
• Computer worms are similar to viruses in that they replicate
functional copies of themselves and can cause the same type of
damage.
• In contrast to viruses, which require the spreading of an infected host
file, worms are standalone software and do not require a host
program or human help to propagate.
• A worm enters a computer through a vulnerability in the system and
takes advantage of file-transport or information-transport features on
the system, allowing it to travel unaided.
1.2.2 Online Security Threats and Attacks
3. Trojans
• A Trojan horse is another type of malware which functioned the same
way as it was named.
• Users are typically tricked into loading and executing it on their
systems. After it is activated, it can achieve any number of attacks on
the host, from irritating the user to damaging the host
• Trojans are also known to create back doors to give malicious users
access to the system
• Unlike viruses and worms, Trojans do not reproduce by infecting
other files nor do they self-replicate.
1.2.2 Online Security Threats and Attacks
4. Bots
• "Bot" is derived from the word "robot" and is an automated process
that interacts with other network services.
• Bots often automate tasks and provide information or services that
would otherwise be conducted by a human being.
• Bots can be used for either good or malicious intent. A malicious bot
is self-propagating malware designed to infect a host and connect
back to a central server or servers that act as a command and control
(C&C) center for an entire network of compromised devices, or
"botnet."
1.2.2 Online Security Threats and Attacks
Phishing
• Phishing is the act of sending an email to a user falsely claiming to be
an established legitimate enterprise in an attempt to scam the user
into surrendering private information that will be used for identity
theft.
• Phishing email will typically direct the user to visit a website where
they are asked to update personal information, such as a password,
credit card, social security, or bank account numbers, that the
legitimate organization already has. The website, however, is bogus
and will capture and steal any information the user enters on the
page.
1.2.2 Online Security Threats and Attacks
Examples of Phishing Scams
• 2003 saw the proliferation of a phishing scam in which users received
emails supposedly from eBay claiming that the user's account was
about to be suspended unless he clicked on the provided email link
and updated the credit card information that the genuine eBay
already had.
• Because it is relatively simple to make a website look like a legitimate
organization's site by mimicking the HTML code, the scam counted on
people being tricked into thinking they were actually being contacted
by eBay and were subsequently going to eBay's site to update their
account information.
1.2.3 Cybersecurity
Cyber threats
• Your online credentials are valuable. These credentials give the
thieves access to your accounts, which in turn will give them access to
the money you store in your accounts.
• They could access your online accounts and your reputation to trick
you into wiring money to your friends or family. This trick which is
coined as social engineering allows criminal to send messages stating
that your family or friends need you to wire them money so they can
get home from abroad after losing their wallets.
• This technique is also used by these criminals to manipulate people
into making them think they are closed friends, but they actually have
hidden intentions behind this.
1.2.3 Cybersecurity
• There are two types of security threats.
• Attacks originating from within an organization or from outside of the
organization is known as an internal threat. An internal user, such as an
employee or contract partner, can accidentally or intentionally mishandle
confidential data, threaten the operations of internal servers or network
infrastructure devices, facilitate outside attacks by connecting infected USB
media into the corporate computer system, accidentally invite malware onto
the network through malicious email or websites.
• When the mentioned attacks is done from the outside the facility, this is
considered to be an external threats.
• Internal threats also have the potential to cause greater damage than
external threats, because internal users have direct access to the
building and its infrastructure devices.
1.2.3 Cybersecurity
Types of Attackers
• Amateurs – These people are sometimes called Script Kiddies. They
are usually attackers with little or no skill, often using existing tools or
instructions found on the Internet to launch attacks.
• Hackers – This group of attackers break into computers or networks
to gain access.
• white hat attackers break into networks or computer systems to discover
weaknesses so that the security of these systems can be improved.
• black hat attackers take advantage of any vulnerability for illegal personal,
financial or political gain.
• gray hat attackers are somewhere between white and black hat attackers. The
gray hat attackers may find a vulnerability in a system.
1.2.3 Cybersecurity
• Organized Hackers – These hackers include organizations of cyber
criminals, hacktivists, terrorists, and state-sponsored hackers.
• Cyber criminals are usually groups of professional criminals focused on
control, power, and wealth.
• Hacktivists make political statements to create awareness to issues that are
important to them.
• State-sponsored attackers gather intelligence or commit sabotage on behalf
of their government.
1.2.3 Cybersecurity
The Consequences of a Security Breach
• To protect an organization from every possible cyberattack is not feasible, for a
few reasons. The expertise necessary to set up and maintain the secure network
can be expensive.
• A hacker (or hacking group) may vandalize the company website by posting
untrue information and ruin the company’s reputation that took years to build.
• The hackers can also take down the company website causing the company to
lose revenue.
• If the company website or network has been breached, this could lead to leaked
confidential documents, revealed trade secrets, and stolen intellectual property.
1.2.3 Cybersecurity
Legal Issues in Cybersecurity
• Personal Legal Issues
• You do not even have to be an employee to be subject to cybersecurity laws.
In your private life, you may have the opportunity and skills to hack another
person’s computer or network.

• Corporate Legal Issues

• Most countries have some cybersecurity laws in place. They may have to do
with critical infrastructure, networks, and corporate and individual privacy.
Businesses are required to abide by these laws.
1.2.3 Cybersecurity
International Law and Cybersecurity
• The area of cybersecurity law is much newer than cybersecurity itself.
As mentioned before, most countries have some laws in place, and
there will be more laws to come.
• International cybersecurity law is still quite new. The International
Multilateral Partnership Against Cyber Threats (IMPACT) is the first,
international public-private partnership that is focused on cyber
threats. IMPACT is a global partnership of world governments,
industries, and academia dedicated to improving global capabilities
when dealing with cyber threats.
1.2.3 Cybersecurity
What is Cyberwarfare?
• Cyberspace has become another important dimension of warfare,
where nations can carry out conflicts without the clashes of
traditional troops and machines.
• Cyberwarfare is an Internet-based conflict that involves the
penetration of computer systems and networks of other nations.
• These attackers have the resources and expertise to launch massive
Internet-based attacks against other nations to cause damage or
disrupt services, such as shutting down a power grid.
1.2.3 Cybersecurity
1.2.3 Cybersecurity
• The main purpose of cyberwarfare is to gain advantage over
adversaries, whether they are nations or competitors.
• Besides industrial and militaristic espionage, cyberwar can sabotage
the infrastructure of other nations and cost lives in the targeted
nations. For example, an attack can cause the following:
• disrupt the power grid of a major city.
• traffic would be disrupted
• the exchange of goods and services is halted
• patients cannot get the care needed in emergency situations.
• access to the Internet may also be disrupted.
1.2.3 Cybersecurity
1.2.3 Cybersecurity
Confidentiality
• Another term for confidentiality would be privacy.
• Company policies should restrict access to the information to
authorized personnel and ensure that only those authorized
individuals view this data.
• The data may be compartmentalized according to the security or
sensitivity level of the information.
• Methods to ensure confidentiality include data encryption, username
ID and password, two factor authentication, and minimizing exposure
of sensitive information.
1.2.3 Cybersecurity
Integrity
• Integrity is accuracy, consistency, and trustworthiness of the data
during its entire life cycle. Data must be unaltered during transit and
is not changed by unauthorized entities.
• A checksum is used to verify the integrity of files, or strings of
characters, after they have been transferred from one device to
another across your local network or the Internet.
• A hash function uses a mathematical algorithm to transform the data
into fixed-length value that represents the data. The hashed value is
simply there for comparison. From the hashed value, the original data
cannot be retrieved directly.
1.2.3 Cybersecurity
Availability
• Availability is best ensured by rigorously maintaining all hardware,
performing hardware repairs immediately when needed and
maintaining a correctly functioning operating system environment
that is free of software conflicts.
• It’s also important to keep current with all necessary system
upgrades. Providing adequate communication bandwidth and
preventing the occurrence of bottlenecks are equally important.
Redundancy, failover, RAID even high-availability clusters can mitigate
serious consequences when hardware issues do occur.
1.2.4 Fighting against security threats
Best Practices for Combating Malware Threats
• Ensure that your operating system is up to date.
• Install an anti-virus software in your PC's.
• Firewall should always be enabled.
• Assure that the file to be downloaded is safe.
• Be cautious accepting or agreeing to prompts.
1.2.4 Fighting against security threats
Points to Ponder to Secure your Own Data
• Use browsers in a private manner
• You should take care when choosing a username or alias for your online identity.
• Choose your passwords wisely.
• Be careful when sharing documents, pictures, and other online resources via
blogs or emails.
• Be aware of shoulder surfing.
• Verify data is encrypted.
• Be aware of social engineering.
• Use two-factor authentication if it is available.
• When connecting via Wi-Fi, log on to a secure network using WEP or WPA
1.2.5 Netiquette and Internet Chat Rooms
• Netiquette, a colloquial term for network etiquette or Internet
etiquette, is a set of social conventions that facilitate interaction over
networks.
• Interaction may be in the form of:
1. Email
• Electronic mail (e-mail) is a common way of communicating formally
with people as you are able to put in your message to whom the
message is for (it may be an individual or a group of people), a
summary of the message in the Subject field, and some critical
information of the sender.
1.2.5 Netiquette and Internet Chat Rooms
• When composing an email, you usually fill up the following
components:
• To: field:
• CC: field
• BCC: field
• Body
• Signature
1.2.5 Netiquette and Internet Chat Rooms
2. Chat rooms
• This is the quickest way of sending a message to the recipient and are
usually embedded in most blog sites. It also shows the status of the
receiver which will give you a hint if he is available to read the
message or not.

3. Usenet
• Usenet is a bulletin-type of service containing newsgroups where the
users can post messages and these posted messages are distributed
via Usenet servers.
1.2.5 Netiquette and Internet Chat Rooms
Core Rules of Etiquette
• Rule 1: Remember the Human
• Rule 2: Adhere to the same standards of behavior online that you follow in real life
• Rule 3: Know where you are in cyberspace
• Rule 4: Respect other people's time and bandwidth
• Rule 5: Make yourself look good online
• Rule 6: Share expert knowledge
• Rule 7: Help keep flame wars under control
• Rule 8: Respect other people's privacy
• Rule 9: Don't abuse your power
• Rule 10: Be forgiving of other people's mistakes
1.2.5 Netiquette and Internet Chat Rooms
Points most strongly emphasized about netiquette often include:
• using simple electronic signatures; this can be done in the settings of
the mailing site.
• avoiding multiposting, cross-posting, off-topic posting, hijacking a
discussion thread, and other techniques used to minimize the effort
required to read a post or a thread.
• use of unabbreviated English
• avoid flamewars and spam
• avoid typing in all caps or grossly enlarging script for emphasis.
1.2.5 Netiquette and Internet Chat Rooms
• Other commonly shared points, such as remembering that one's
posts are (or can easily be made) public, are generally intuitively
understood by publishers of Web pages and posters to Usenet,
although this rule is somewhat flexible depending on the
environment.
• Beyond matters of basic courtesy and privacy, e-mail syntax (defined
by RFC 2822) allows for different types of recipients. The primary
recipient, defined by the To: line, can reasonably be expected to
respond, but recipients of carbon copies cannot be, although they still
might.
• Likewise, misuse of the CC: functions in lieu of traditional mailing lists
can result in serious technical issues.
1.3 Contextualized Online Search and
Research Skills
• Research is an integral part of students' life in creating presentations,
solving scientific problems, and searching for the definition of an
unknown term, but there's more to these activities than what the
students usually do.
• For professionals and academicians, a research assists them in
developing new theories, proposing a new solution to an existing
problem, or analyzing historical information to determine the origins
of a certain person, object or an event.
• The easiest way for students to perform their research is to do it
online. The following six strategies can help online students produce
stronger research.
1.3 Contextualized Online Search and
Research Skills
The following six strategies can help online students produce stronger
research.
• Contact a librarian before getting stuck sifting through piles of online
information
• It's wiser to over-cite sources than risk plagiarism
• Use Google and Wikipedia at the beginning of a research process, not
the end
• Online students can access premium databases that are not available
to the public
• Understand the professor's expectations for citation format
• Understand why professors still assign research projects
1.3.1 Search Engines
• Search engines are programs that browse documents for
specified keywords and returns a list of the documents where the
keywords were found.
• A search engine is really a general class of programs; however, the
term is often used to specifically describe systems like Google, Bing
and Yahoo! Search that enable users to search for documents on
the World Wide Web.
1.3.1 Search Engines
Web Search Engines
• Typically, Web search engines work by sending out a spider to fetch as
many documents as possible. Another program, called
an indexer, then reads these documents and creates an index based
on the words contained in each document. Each search engine uses
a proprietary algorithm to create its indices such that, ideally, only
meaningful results are returned for each query.
• As many website owners rely on search engines to send traffic to their
website, and entire industry has grown around the idea of optimizing
Web content to improve your placement in search engine results.
1.3.1 Search Engines
Common Types of Search Engines
In addition to Web search engines other common types of search
engines include the following:
Local (or offline) Search Engine: Designed to be used for offline PC,
CDROM or LAN searching usage.
• Metasearch Engine: A search engine that queries other search
engines and then combines the results that are received from all.
• Blog Search Engine: A search engine for the blogosphere. Blog search
engines only index and provide search results from blogs (Web logs).
1.3.1 Search Engines
Google is the world's most popular search engine, with a market
share of 67.49 percent as of September, 2015. Bing comes in at
second place.
The world's most popular search engines are:
Search engine Market share in September 2015
Google 69.24%
Bing 12.26%
Yahoo! 9.19%
Baidu 6.48%
AOL 1.11%
Ask 0.24%
Lycos 0.00%
1.3.2 How to Search the Internet
The following are steps you need to consider in searching for a word or
phrase in the Internet:
• Select a search engine.
• Type in whatever you want to search on the allotted text box.
• Choose a few of the most specific or relevant keywords or phrases to describe
your topic.
• If you wish to be specific with the sequence of the words as you type them,
enclose the words inside double quotes.
• Look for the advanced options of the site you are using if you wish to have a
Verbatim search
• Click Search or press the Enter key on your keyboard.
• Assess your results.