List of information technology it job titles

List of Information Technology (IT) Job Titles

List of information technology (IT) job titles.

IT Job Titles

  • Application Developer
  • Application Support Analyst
  • Applications Engineer
  • Associate Developer
  • Chief Technology Officer
  • Chief Information Officer
  • Computer and Information Systems Manager
  • Computer Systems Manager
  • Customer Support Administrator
  • Customer Support Specialist
  • Data Center Support Specialist
  • Data Quality Manager
  • Database Administrator
  • Desktop Support Manager
  • Desktop Support Specialist
  • Developer
  • Director of Technology
  • Front End Developer
  • Help Desk Specialist
  • Help Desk Technician
  • Information Technology Coordinator
  • Information Technology Director
  • Information Technology Manager
  • IT Support Manager
  • IT Support Specialist
  • IT Systems Administrator
  • Java Developer
  • Junior Software Engineer
  • Management Information Systems Director
  • .NET Developer
  • Network Architect
  • Network Engineer
  • Network Systems Administrator
  • Programmer
  • Programmer Analyst
  • Security Specialist
  • Senior Applications Engineer
  • Senior Database Administrator
  • Senior Network Architect
  • Senior Network Engineer
  • Senior Network System Administrator
  • Senior Programmer
  • Senior Programmer Analyst
  • Senior Security Specialist
  • Senior Software Engineer
  • Senior Support Specialist
  • Senior System Administrator
  • Senior System Analyst
  • Senior System Architect
  • Senior System Designer
  • Senior Systems Analyst
  • Senior Systems Software Engineer
  • Senior Web Administrator
  • Senior Web Developer
  • Software Architech
  • Software Engineer
  • Software Quality Assurance Analyst
  • Support Specialist
  • Systems Administrator
  • Systems Analyst
  • System Architect
  • Systems Designer
  • Systems Software Engineer
  • Technical Operations Officer
  • Technical Support Engineer
  • Technical Support Specialist
  • Technical Specialist
  • Telecommunications Specialist
  • Web Administrator
  • Web Developer
  • Webmaster

More information on job titles and list of job titles for a variety of occupations.


North-South Centre – European Centre for Global Interdependence and Solidarity

In 1999 the North-South Centre (NSC) of the Council of Europe (CoE) has launched the first Global Education Week, promoting school activities in the member States with a specific focus on how to overcome poverty and social exclusion.

Since, the concept of Global Education (GE) has developed, tools such as the Global Education Guidelines or the GE e-learning courses offer pedagogical support to educators from formal and non-formal sector and GE has been acknowledged through the adoption of a recommendation by the CoE committee of ministers in 2011. More recently, the Lisbon GE Congress assessed the work achieved since the first GE Congress held in Maastricht in 2002 (which established the European strategy framework for the enhancement of global education to 2015) and prioritised issues at stake to be engage in until 2015.

In today’s world the main challenge for Education is to give pedagogical answers to growing global interconnectedness and offer learning processes relevant to contemporary societal changes and its increasing complexity. Global Education has grown in that direction.

The North-South Centre invites practitioners from the 47 member States of the Council of Europe to embark on this reflexion and participate annually in the Global Education Week.

The aims of the Global Education Week

The Global Education Week encourages pupils and teachers as well as youth groups to explore educational activities for global citizenship. It is a matter of addressing issues of diversity and inequality at the local as well as at the global level with an understanding of the core issues of global citizenship:

· awareness of the wider world and of our own role as a world citizens;

· attitudes of respect for diversity and intercultural communication skills;

· ability to take action to make the world a more equitable and sustainable place;

· responsibility for our own actions.

In the following Global Education Week webpage you will find more about GE concept and methodology; suggestions for school and classroom activities; resources, links and glossary; other initiatives in the world; the link to the Global Education newsletter and the contacts of the Global Education Week network coordinators and activities developed in respective countries …

Online learning harvard university

Harvard on YouTube

  • The Longwood Seminars – Harvard Medical School faculty members discuss topics ranging from meditation to aging in these mini-med school classes for the public.
  • Harvard Thinks Big – Harvard Thinks Big is a student-run event that invites some of Harvard’s renowned faculty to speak to the undergraduate community in Sanders Theatre.
  • Science and Cooking – This public lecture series discusses concepts from the physical sciences that underpin both everyday cooking and haute cuisine. Each lecture features a world-class chef who visited and presented their remarkable culinary designs.

Usable Knowledge

  • The goal of the Usable Knowledge web site is to provide educational leaders with crisp and convenient access to research that can be used to improve education – learning, teaching, institutional organization, and policy. Usable Knowledge is a creation of the Harvard Graduate School of Education. where research, practice, and policy work together to advance learning.

WIDE World: Online learning for educators


About 10 Hours Ago from @Harvard #WorldCup


About 23 Hours Ago from Harvard

Researchers at Harvard have identified a possible mechanism by which normal cells turn malignant in mammary epithelial tissues. Read more…

June 17, 2014 from Harvard

New data shows that the troubled public school system in Lawrence is turning around Read more…

June 16, 2014 from Harvard

With the World Cup, one of the globe’s most high-profile, high-price-tag sporting events under way in Brazil, organizers and fans are Read more…

June 14, 2014 from Harvard

Scientists widely accept that the extinction of the dinosaurs was triggered when a massive object smashed into Earth. Read more…

Public health leaders from 11 countries met at Harvard to collaborate on ways to fight diarrheal diseases, create better vaccination rates Read more…

June 12, 2014 from Harvard

Harvard researchers say simple ‘genome editing’ may dramatically lower risk of heart attacks in humans by 40 to 90 percent. Read more…

The internet and higher education journal elsevier

The Internet and Higher Education

A Quarterly Review of Innovations in Post-secondary Education.

See also Elsevier Educational Research Programme home

The Internet and Higher Education. a is quarterly journal devoted to addressing contemporary issues and future developments related to online learning. teaching. and administration on the Internet in post-secondary settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions, theoretical and applied, significantly addressing innovative deployments of Internet technology in instruction and reporting on research to demonstrate the effects of the Internet and information technology (IT) on instruction in various contexts in higher education. The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines. The journal provides a venue for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary contributions. Special issues are often devoted to specific topic areas with guest editors assisting in the editorial process.

Information systems technician information amp technology careers amp jobs navy com

Providing advanced computer systems and network solutions Information Systems Technician

Table of Contents

Job Description

In the Navy, information technology (IT) plays an important role in everything from electronic mail systems to shipboard control systems to Special Intelligence (SI) systems. With a broad range of responsibilities, Navy Information System Technicians (IT specialists) operate and maintain Navy global satellite telecommunications systems, mainframe computers, local and wide area networks, and micro-computer systems throughout the Fleet.

Serving as Enlisted Sailors (high school diploma or equivalent required), Navy IT specialists are part of the Information Dominance Corps (IDC) – a group of highly specialized information experts fully integrated across surface, subsurface, air, space and cyberspace domains. With shared functions, capabilities and resources, IDC members leverage their skills to optimize decision making and to maximize the use of sensors, weapons, network communications and control systems for purposes of national security and warfighting.

Specific Responsibilities

Information Technology professionals help ensure the viability of essential communications links. They provide administrative support for the equipment that keeps records on everything from personnel training to health care to promotions. And they offer technical support and training to fellow personnel. As an IT specialist, your role may also include:

  • Writing programs to handle data for a wide variety of applications
  • Operating and coordinating automated networks, datalinks and circuits
  • Applying diagnostic, corrective and recovery techniques to information systems
  • Analyzing communication signals
  • Providing telecommunications and computer-related training and assistance
  • Performing preventive and corrective maintenance on state-of-the-art equipment
  • Operating and maintaining global satellite telecommunications systems
  • Working under the oversight of Information Professionals – Officers (four-year degree required) who serve as managers of information networks

Work Environment

Information Systems Technicians serve in versatile roles both afloat and ashore – on ships or at communications stations in the United States or overseas. Typical work involves mental analysis and problem solving and takes place in clean, air-conditioned electronic equipment space or computer rooms. Duties may be performed individually or as part of a team.

Training & Advancement

Upon completion of initial 7–9 week Recruit Training (known as Boot Camp), those pursuing an Information Systems Technician position receive formal Navy schooling at “A” School in Pensacola, Fla. For approximately 24 weeks, they develop the working knowledge it takes to be Navy IT specialists in preparation for their first assignment on a ship or at a shore station.

Starting with extensive technical preparation in everything from database design to computer networking to communications systems, skills continue to be enhanced through on-the-job training and experience. Advanced technical and operational training go along with career progression. In the course of service, specialized training received could lead to credentialing, certification, licensure and/or apprenticeship opportunities from a number of national boards and organizations. Promotion opportunities are regularly available but are competitive and based on performance.

Education Opportunities

Beyond offering access to professional credentials and certifications, Navy technical and operational training in the field of information technology can translate to credit hours toward a bachelor’s or associate degree through the American Council on Education. You may also continue your education through opportunities such as the Servicemembers Opportunity Colleges Navy (SOCNAV) Degree Program. Navy College Program and Tuition Assistance. and the Post-9/11 GI Bill .

Pay Range

Information Systems Technicians are rewarded with excellent benefits – including competitive pay that’s dependent upon rank or rate and years in service. Like most positions, your increase in rate and rank is earned. Promotions depend upon your performance and time in service.


A high school diploma or equivalent is required to become an Enlisted Sailor in the IT field in the Navy. Those seeking an Information Systems Technician position must be U.S. citizens who can meet eligibility requirements for a Top Secret/Sensitive Compartmented Information security clearance. They should have a good working aptitude of math, an understanding of modern computing devices and the capability to do highly detail-oriented work.

After the Navy

The specialized training and expertise you gain as an Information Systems Technician, coupled with your security clearance, may prepare you for a wide range of job opportunities available within the federal government, including future employment in areas such as Intelligence and Information Technology Management; or performing technical and clerical work involving computers, electronics and communications.

Other career opportunities in the civilian sector include work as Computer and Information Systems Managers; Computer Systems Analysts; Database Administrators; Network and Computer Systems Administrators; and Radio, Cellular, and Tower Equipment Installers and Repairers.

Consider Your Service Options.

There are different ways that you can commit to serve in America’s Navy. Besides full-time opportunities in Active Duty, part-time Reserve positions are also available in this career area.

See Job Posting

Megs public website

What’s New?

Click here for federal, state, private, and other funding grant resources that relate to education and/or youth (MIGAL)

Welcome to the MEGS Website!

The Michigan Electronic Grants System (MEGS) Web site provides information regarding grants administered by the Michigan Department of Education and the Michigan Department of Community Health Office of Drug Control Policy. The left-hand navigation menu allows you to access information about MEGS, training materials on how to use MEGS, information regarding MEIS Accounts, and grant-related information.

Direct links to MEGS and the Michigan Department of Education Web site are provided on the right-hand side of this page.

To return to this page, click the “MEGS Home” link at the top of any of the pages within this Web site.

If you have questions about MEGS, click the Frequently Asked Question link “FAQ” at the top of this page to review a collection of questions and answers. They are updated periodically as new questions are asked about MEGS. If you are not able to find the information that you are interested in on this site, or have additional questions about MEGS, click “Contact MEGS” at the top of this page to email the MEGS support staff.

The acm transactions on computing education

The ACM Transactions on Computing Education (TOCE) publishes high quality, peer-reviewed, archival papers in computing education. Papers published in TOCE take a scholarly approach to teaching and learning, establish a clear connection to student learning, and appeal to a broad audience interested in computing education: instructors, researchers, curriculum designers, and administrators.

The topics covered by TOCE will range across diverse aspects of computing education including

  • traditional computer science, computer engineering, software engineering, information systems, information technology, and informatics;
  • emerging aspects of computing; and
  • applications of computing to other disciplines, such as computational biology.

New options for ACM authors to manage rights and permissions for their work: ACM introduces a new publishing license agreement, an updated copyright transfer agreement, and a new author-pays option which allows for perpetual open access through the ACM Digital Library. For more information, visit the ACM Author Rights webpage at .

The chance to learn education in mexico

The Chance to Learn: Education in Mexico

Mexico faces a range of complex social problems. From escalating violence in certain regions to drug smuggling near the U.S. border, there are many obstacles for the Mexican government to overcome. One of the most urgent problems in Mexico is the inconsistency of the country’s education system. Without access to a solid education, millions of children will struggle to emerge from poverty and lead productive, fulfilling lives.

Educational Disparities

Despite having a relatively prosperous economy, Mexico suffers from economic inequality. In some regions, children and their families earn a comfortable living, but in southern Mexico, many children live in poverty. In fact, approximately 40 percent of the country’s population live below the poverty line, around 50 million people. As well as struggling to provide food for their children, some families simply cannot afford to send their children to school. This, in turn, contributes to the cycle of poverty that forces many children to work instead of going to school.

Additionally, if children fail to receive the education they need in their early years, they may be less likely to pursue qualifications in higher education and may even struggle to enter the workforce. According to data from the Organisation for Economic Cooperation and Development (OECD). almost 19 percent of Mexican youths between the ages of 15 and 19 were not enrolled in an educational program or working in 2010.

Overall academic standards also need to improve. Data from the OECD suggests that, in terms of educational attainment, Mexico ranks poorly compared to other nations of similar economic activity. Although progress has been made in recent years, including the announcement of widespread education reforms earlier this year, there is still much to be done.

Providing Good Starts

ChildFund has worked in Mexico since 1955, and one of our most important projects in the country has been the introduction of community and early childhood development centers. Approximately 84 percent of our community centers have “ludotecas,” or playrooms, where young children can develop their creative thinking skills through play. In addition, our “Activate” program has helped many children with their math and literacy skills, providing them with the foundation they need to progress to more advanced levels later.

Despite the challenges it faces, Mexico is making progress toward improving its education system, but there will always be children who miss out on vital opportunities. To make a difference in the life of a child, please consider sponsoring a child in Mexico .

New york state education department division of professional licensing services for massage castle worldwide

New York State Education Department Division of Professional Licensing Services for Massage

Schedule A Test to proceed with applying for eligibility to sit for the examination with the New York State Board. If you have already been approved by the New York State Board for Massage Therapy to test during the upcoming administration, to schedule for the examination for which you have been already approved by the New York State Board, you must submit the appropriate Scheduling Form and payment by the postmark deadline. Scheduling Forms must be postmarked by November 1st to be accepted for the January administration and postmarked by June 1st to be accepted for the August administration.

IMPORTANT: In order to be admitted into the examination, please be sure that your first and last name written on this scheduling form matches your first and last name EXACTLY as it appears on your current, government-issued photo ID with your signature.

Castle will make every attempt, within reason, to seat candidates at the test site selected, though the selected test site is NOT guaranteed. Candidates will only be admitted to the test site for which they have been scheduled by Castle.

Refund Requests:

Please note that all fees paid to Castle in relation to this examination application are nonrefundable, unless the written cancellation request is received at Castle ( at least 35 days prior to the examination date. Fees are also nontransferable from administration to administration. A $40.00 processing fee will be incurred for all examination cancellations. Cancellation requests received after the noted cancellation deadline will not be honored and failure to appear for your examination will result in the forfeiture of your scheduling fee. Candidates are responsible to verify that Castle has received the requests by the appropriate deadline.

Ed gov blog

Parent and Community Engagement is Key Driver of School Transformation in Baltimore

As part of its “Expanding Great Options” initiative, Baltimore City Public Schools has employed a holistic parent engagement strategy to turn around struggling schools. One principal built relationships with parents and students by shaking hands before and after school each day. Teachers sent out flyers, knocked on doors, and made phone calls to parents to discuss their children’s performance. (Photo credit: U.S. Department of Education)

Commodore John Rogers Elementary/Middle School is located in an impoverished neighborhood of East Baltimore that struggles with high rates of gang violence and teen pregnancy. In 2010, based on its test scores, Commodore ranked 872 out of 875 schools in Maryland. It enrolled only 225 students, half of the building’s capacity. Four principals had come and gone during the previous five years.

In the past four years, however, the school’s results have improved measurably. Enrollment more than doubled, chronic absences dropped significantly, and the percentage of students proficient in reading and mathematics rose 20 percent. In 2012, the school’s mathematics performance exceeded the districtwide average.

In 2010, Baltimore City Public Schools chose Commodore to participate in its “Expanding Great Options” initiative. The city opened new schools, expanded the capacity of high-performing ones, closed the lowest performers, and began working to turn around struggling schools, all while making district-wide school choice available.

With intensive support underwritten by Race to the Top funding, the district was able to change school culture and dramatically accelerate learning outcomes using a variety of methods: parent engagement, community relationships, new leadership, extra support staff, a longer learning day, new technology, more staff mentoring, and professional development for teachers.

Marc Martin, who became Commodore’s new principal in 2010, tells the story of how his school integrated these methods into an effective school turnaround strategy. “We sent out flyers, made phone calls and knocked on doors to let families know we were here.”

Martin and his staff held focus groups, barbecues and ice cream socials with parents to hear their concerns and feedback, as well as inform them about changes they could expect to see at the school. “I started out every morning shaking kids’ hands and being available to families,” said Martin, knowing that building relationships must be a priority.

Parents have expressed their appreciation for the efforts of Commodore’s staff. “I get phone calls from Maurice’s teachers letting me know about something good my grandson did. I like those kinds of phone calls,” said Carolyn Baker, whose grandson, Maurice, is a third grader. “When I was sick and couldn’t get my grandson to school, he [Commodore staff member] would pick him up and bring him home.”

Commodore’s efforts are paying off. With 95 percent of parents now attending academic conferences and engaging in students’ progress, student achievement is trending upward. Mathematics proficiency has gone from 47 percent in 2010 to 62 percent in 2013, and reading proficiency has gone from 49 percent in 2010 to 72 percent in 2013. Citywide, reading proficiency is up by 20 percent and mathematics proficiency by 18 percent. Dropout rates are declining and high school graduation rates and college enrollment rates are on the rise. While there is still a long way to go, Baltimore City’s solid foundation, built on strong family and community engagement and school leadership, will continue to facilitate the district’s goal of continuous improvement.

Read the full story to learn more.