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Running Header: NETWORK INTEGRATION

Network Integration in a
Small School Environment
David Bennett, David Blankenship,
Sharon Malone, Kirt Robinson
Liberty University
EDUC 633-B02
June 14, 2015

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Abstract
As schools strive to create 1:1 technology environments, meeting infrastructure needs for
all devices because a primary concern. A standalone network system can provide small
school systems an opportunity to connect with the world through and enhance instruction.
The focus of this curriculum is to prepare educators with novice levels of technology
experience to design and implement a basic network backbone in a small school
environment. The lessons provided are meant to allow individuals with varying levels of
technical knowledge to learn the basics of network administration and design.
Keywords: Internet, Meraki, bandwidth, switch

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Network Integration in a
Small School Environment
Goal Statement
Educational Technology is fundamental to 21st Century learning (Bishop, Elen,
Merril, & Spector, 2014). The ability of educators to set up and establish access points is

fundamental to classroom use. This training will give educators the basic tools to decide
on the type of network to use and the steps to establish a wireless access point for the
classroom. The lessons should allow an educator with basic computer knowledge to
establish a network backbone in a small school environment of 400 users.
Needs analysis
Networks are a vital part of educational technology. These access points grant students
and teachers availability to the larger world. Access points can serve as central
communication entry points for devices within the school system as an intranet regardless
of its access to areas beyond your own school district (Abas, 2000). If they have an
access point to the outside world as in the Internet then a whole new means of
communication and tools will be available to student and instructor.
Task analysis
In this task a central communication environment will be established for a population of
400 students and staff. Two systems will be discussed. A standalone system will allow
students and staff access to the Internet through a wireless communication network
established and run completely within the schools of the district. The second system will
examine establishing a contracted service network. In this system the school will
establish dedicated access points and all other services will be provided by the contracted
group.

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Note: Adapted from CompTIA Network+ Authorized Cert Guide, by K. Wallace, 2012,
Indianapolis: Pearson Education, Inc.
Learner analysis
The targeted
audience
consists of
educators or
novice users
desiring to install a basic network
infrastructure
in an environment smaller
than 400 users.
It can be
projected as a
result of this
implementation
the focus of
instruction can and should
be more student
centered.
Research points out that in environments where basic intranets are available,
collaboration between student-to-student increases. An available network also improves

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communication between all stake holders and the teacher. (Bishop, Elen, Merril, &
Spector, 2014). Improving communication between all parties involved in the education

process gives the teacher the opportunity to create a more complete education
environment.
Context analysis
The approach to this project will be developed along two lines of inquiry.
-

The first is a standalone approach to network service within the school. This will consist
of wireless router hubs in each classroom connected to wireless repeaters in passageways

linked to a central server and will provide the access point to the intranet and Internet.
A small amount of central storage will be provided on the server but the majority of files

will be maintained on the local access device.

This training will not discuss the devices on the network, but to simply establish how to

implement the infrastructure.

The server area will need to be in a secure area with environmental monitoring and

workbench
VNC Viewer Plus remote monitoring software
Uninterruptible power supply (Ups system)
T1 line
The second line of inquiry will involve the use of a cloud-based application

Access point will be contracted

Estimates for Meraki MR18 AP 627.00 dollars each
Running in a dual band mode at 600Mbps for up to 120 simultaneous connections
Four would be required to support the 400 student population defined in our goals
All operations would take place in a cloud environment
All responsibilities would be handled by the service provider
The following context based analysis is based upon the implementation of the Internet to
each school classroom and classroom management system.

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Peer to peer interaction should be utilized (Bishop, Elen, Merril, & Spector, 2014). This
could take the form of group work within the same classroom, between classrooms and
between classes in different schools.

Instruction needs to move to a student-centered type of instruction. Web quests and

student presentations would start the process.

A scaffolding approach leading to self-discovery will install self-confidence in the

students. This method is particularly helpful with disadvantaged students.

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Instructional objectives
1. When presented with a Point of Entry router the installer will be able with 100 percent
accuracy install and configure the device.
2. With 100 percent accuracy the trainee will be able to configure all BYOD devices for use
in the classroom.
3. Given a list of terms the trainee will be able to identify the appropriate definition with 80
percent accuracy.
4. When shown images of infrastructure items the trainee will be able to identify the item
and its function with 80 percent accuracy.
5. Following a demonstration the trainee will be able to, with 100 percent accuracy, connect
themselves and their students to the cloud server.
6. When logged in as the administrator the trainee will demonstrate, from a list of 25
predetermined functions, how to establish a classroom management system with 90
percent accuracy.
7. Given a floor plan of a facility and a checklist the trainee will be able to map, identify,
and install the points for a wireless network with 80 percent accuracy.

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Assessment
At the end of the course, the learner should be able to complete the rubric with 75%
accuracy.
Project grading rubric
Explanation on why a wireless network is preferred over a
wired solution
List of basic hardware needed for Meraki wireless network
Selection and setup of Internet provider
Provide a diagram identifying each area were the Wireless
Access Point is to be installed.
Identify security risks for network
Install cabling from closet IDF to each of the Meraki
Wireless Access Points.
Install Meraki Wireless Access Points at proper locations
within the school.
Configure managed Meraki Wireless Access Point using
Meraki website. (including WEP or WAP security)
Identify and recommend policies to secure the network
Connect local machine to installed Meraki Wireless Access
Point

Total Student points

Points possible by
student
0-25
0-10
0-25
0-15
0-35
0-20
0-20
0-20
0-30
0-10

200

Points earned by
student

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Instructional Strategy
The training sequence listed below will be provided in a web based delivery format
stored in the cloud. It will incorporate elements of graphics and text for the user. The
PowerPoint elements of the slide show will have narrated text incorporated with the
graphics to reduce cognitive overload in the pupil. For those students that do not learn
aurally or are auditory challenged a pop up text will be available. Parts of the material
will have embedded videos and YouTube links for demonstrations of the required tasks.
These videos will provide the student with step by step process for the installation and
setup of required equipment. The seven sections of the training package should be
accomplished in order but will be available in any order for refresher training. The
student should feel free to repeat each model as often as they need to become proficient at
the task. The embedded links for the training are just the fundamentals, the student is
encouraged to search out additional information about their system.
Content Outline
1. Section 1 Introduction to bandwidth and network needs: Slide based presentation on

bandwidth and network basics, YouTube video.

Practice: The user will evaluate the approximate number of users the school will
have, and the network needs of each user to decide on the necessary bandwidth of
the school.
30 minutes
2. Section 2 Introduction to cabling and basic infrastructure: Slide based presentation

displaying different types of connections on network cables and cabling types.

Practice: The user will work with an interactive program to demonstrate how to
connect cables.
30 minutes

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3. Section 3 - Assessing network needs: Slide based presentation and walkthrough focusing

on questions the user must ask to understand the needs of the network.
Practice: The user will list and evaluate the needs of the location where the
network will be installed, addressing all questions raised during the presentation.
30 minutes
4. Section 4 - Discussing environment: Slide based presentation on how to best design a

wireless network based on the network environment.

Practice: The user will consider the installation environment and create a rough
map of the location. Based on the presentation, the user will mark where best to
place access points.
30 minutes
5. Section 5 - Distribution of access: Slide based presentation and walkthrough focusing on

questions the user must ask to understand what types of connections certain parties will
need.
Practice: The user will use the map from the previous section to determine if
certain groups will need wired connections versus wireless connections and locate
these groups on the map.
30 minutes
6. Section 6 - Introduction to network management: Slide based presentation and YouTube

video discussing managing network using basic router software.

Practice: The user will practice on a dummy interface and complete basic setup
tasks.
30 minutes

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7. Section 7 - Completing network setup: Slide based presentation designed to walk users

through a checklist of setup steps and YouTube video to help visualize how the steps are
performed.
Practice: The user will consider the presentation and create the checklist and
design a plan to implement the tasks.
30 hour

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Note: Adapted from CompTIA Network+ Authorized Cert Guide, by K. Wallace, 2012,
Indianapolis: Pearson Education, Inc.
Objective narrative
Introduction to bandwidth and network needs
Networks are a vital part of educational technology. These access points grant
students and teachers availability to the larger world. Access points can serve as central
communication entry points for devices within the school system as an intranet regardless
of its access to areas beyond your own school district (Abas, 2000). If they have an
access point to the outside world as in the Internet then a whole new means of
communication and tools will be available to student and instructor. Bandwidth is the
electronic capacity required to network a system. The cost and availability limits the
bandwidth the user can be installed. When installing a network for a small school the
school needs to consider the amount they need and how much bandwidth they can afford.
They must also consider how those needs will change or grow (Bishop, Elen, Merril, &
Spector, 2014).

Assessing the needs of the network is the first step to creating a system capable of
supporting the schools digital infrastructure. The user will need a list of the approximate
number of users the network will serve. This list will be divided into basic users and
higher-level users. A basic user is an individual who does not require constant high-speed
access, and will generally consist of the student body. High level users need the fastest
speeds at all times and will be moving the most data, this group will consist of teachers
and administration (Wallace, 2012).

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When a number of users have been established, the number of incoming

connections from the Internet Service Provider (ISP) needs to be addressed. As the
number of users increases the need for more bandwidth also increases. The ISP can
recommend plans based on the number of users, each plan often offers different options
for speed (Wallace, 2012). Schools under 400 students should consider plans with at
least two T1 lines to provide the bandwidth necessary to maintain Internet speeds
(Wallace, 2012). The cost associated with network installation must be considered, but
installation of the cabling to the building and subscribing to an appropriate plan is a
necessity all school must deal with (Abas, 2000).
Creating understanding of how bandwidth works will be the first goal of the
lesson. The user will be provided an embedded video to view to establish a basic
understanding of bandwidth to aid in answer questions about bandwidth requirements.
The purpose will be to develop the knowledge of the learner to an adequate level in an
effort to establish a baseline technology understanding (Abas, 2000).
Design concepts will be disseminated using a presentation with example images
in the text and an overlaid narrative (Clark & Mayer, 2011). The presentation will
provide information on how to decide what bandwidth requirements the network may
have, and how to address these needs.
Introduction to cable and infrastructure
Most school buildings were constructed with very little thought for cabling. The
construction of the buildings determines the degree of cabling for a network system. The

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importance of cabling infrastructure is similar to the organization of other utilities such as

air conditioners, heaters, plumbing and electricity. Poor cabling will threaten a schools
effectiveness to communicate using the network system. Structured cabling is a vital
component of the network development. The use of structured cabling offers support for
the delivery of the network. Cable and infrastructure is a designed system for running
cable throughout the development of the network. This includes cables and hardware to
provide a telecommunications infrastructure. This infrastructure serves as a variety of
uses, such as to provide telephone service and transmitting data through a computer
network. The structured cabling system begins at the point where the service provider
ends. This component is the point of network interface (Wallace, 2012).
The presentation will include images of connector types and cabling types. The
slides will be overlaid with audio expressing the same information as the text on the slide.
This will allow the presentation to address multiple modalities without drawing focus
away from the concept (Clark & Mayer, 2011).
Assessing network needs
The need for technology integration requires schools to install new networks or
modify existing systems (Abas, 2000). Installing a new system or upgrading an existing
design requires the user to understand a few vital factors in the functions of the network.
Needs assessment are based on the technology plan for a small school to develop a better
network system as their needs change (Bishop, Elen, Merril, & Spector, 2014). Designing a
network based on an environment of approximately 400 students requires addressing
needs beyond the users on the network. Before mapping the network design, it is

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important to establish what devices will need to be connected. The user must establish all
devices present on the network including user devices, printers, hard drives, and all other
wireless technologies on the network. Understanding where theses devices will be placed
allows the user to understand how to prepare a network map (Wallace, 2012). The final
task of this section will ask the student to create a map establish where all devices access
the network will exist.
The presentation will prepare the student to understand what devices will need a
connection and what type of connection will be needed. The slides will outline, in the
form of guiding questions, how to assess connection needs and device location. The
presentation will be overlaid with audio narrating each slide to address learning styles of
the user (Clark & Mayer, 2011).
Discussing environment
The environment where a network is created can hide a number of hurdles to
network performance. Finding sources of interference and navigating around them is the
final step in creating the network map. The student will need to address sources of EMF
interference such as electrical wiring, fluorescent lights, wireless phones, and microwave
ovens (Wallace, 2012). The user will also need to adjust for physical forms of
interference such as the shape of the building and structure of the room. When all of
these aspects are accounted for the student will be able to complete the map by drawing
in the location of each access point and where wires may be run to avoid interference and
provide the best signal (Wallace, 2012).

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The presentation will describe sources of interference and provide visual

examples in line with the text. An audio commentary will be provided expounding on the
visual content to provide a centralized focus on each concept (Clark & Mayer, 2011).
The student will be able to use the concepts learned to create a usable network map and
be prepared to move onto describing the needs of the user base.

Distribution of access

Distribution and Access are network layers. The access layer is the point where
devices logically connect to the network. They allow the network to connect wireless or
remote access by modems. The distribution layer is where policies are implemented. This
is where access lists routing decisions are made (Wallace, 2012). Distribution layers
center on aggregating access devices into boxes so policies can be implemented. The core
is the network spine. It is responsible for moving packets from one point to another
quickly without influences. The network needs particular servers to communicate with
each other. If severs share access apparatus, then the hardware is detached from the
distribution layer. This suggests maintenance can be done on the core and distribution
boxes without disturbing the servers (Wallace, 2012).

Understanding the bandwidth needs of each user groups is important for

establishing what permissions and connections each group will require. Users who need
the most consistent high-speed connection and have higher security needs should be on a
wired connection. Users who simply need network access may use a wireless connection

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with the available security features (Wallace, 2012). The final step in mapping the
network is establishing where priority users will be located and the location of the
wireless access points (Wallace, 2012). Once these are established, the physical
installation of the network may begin.

The presentation for this section will walk the student through the process to
establish what users need higher network speeds. The concept of bandwidth throttling
will be discussed, and how to create separate networks. The student will finalize the
network map by establishing where all wires must be installed, and the location of wall
jacks for users and access points.

Introduction to network management

Network management is the operation, administration, maintenance, and provisioning
of a network systems. Once the physical devices are installed for the network, they must
be calibrated to function as a part of the system (Wallace, 2012). Most APs come with
proprietary software to manage the device, and how the unit will function with other
devices. Accessing each AP using its assigned IP address, the network administrator will
need to guarantee each unit is using a unique frequency to prevent overlap. Depending
on the setup chosen APs may need to be adjusted for the appropriate security settings.
The WPA or WPA2 setting should be chosen, but never WEP. WEP is a very weak
security measure, while WPA and WPA2 both support encryption (Wallace, 2012).
Choosing appropriate security settings is important for CIPA compliance, focusing on
securing the system to prevent electronic fraud by students or other parties (Canon,

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2000). Using server based filtering software is also a vital implementation. Free options
do exist such as Untangle, but paying for the full subscription version of monitoring
software is recommended for full CIPA compliance (Canon, 2000). Choose software
with the ability to monitor IP address, URLs, Ports, and Protocols. Appropriate
monitoring software will help prevent students from breaking through the system easily
causing a lapse in CIPA compliance (Canon, 2000). The chosen software should provide
automatic updates on banned sites and addresses, and not require the network
administrator to constantly monitor the system (Wallace, 2000).
A video describing how routers work logically will be provide at the beginning of
the lesson. The presentation will address basic setup of wireless access points and how to
access the device once it has been installed. The presentation will include step-by-step
example images of the setup with inline text and audio narration. The lesson will allow
the student to pause and review while maintaining focus on each individual concept
(Clark & Mayer, 2011).
The student will be provided a web-based simulation of an access point to
practice the necessary steps for setup.
Completing network setup
Completion of any computer management task requires proper checks and
documentation (Wallace, 2012). The final step is to check all networks systems to
confirm functionality, and have an updated location map for wires and access points. The
technician should initially create a checklist to be able to quickly confirm all access
points are operational. Each access point should be checked for power and connectivity.

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This can be done from centralized management software, but also should be done from
device to device to confirm service. While checking each device, a final map should be
created noting the location and name of each access point. This will make trouble
shooting easier in the future (Wallace, 2012). This map should be overlaid with the map
created for the wiring in the building. Once each access point is check for connectivity
and an accurate map created, all documentation should be stored in an organized location.
All documentation should be check for clarity and accuracy, allowing new technical staff
to easily interpret the system and setup (Wallace, 2012).
An embedded YouTube video will demonstrate how to walk though and check each
device, and how to confirm functionality. After the video, the presentation will provide a
walkthrough of what steps will need to be performed to verify the network is ready to be
used. The presentation will include narration and example images of the devices being
tested. All text, images, and narration will be inline to focus the learners attention on the
content (Clark & Mayer, 2011).
At the end of the lesson the student will be able to properly document, test, and
activate a wireless network. The user will provide proper documentation including the
network map, lists of static IP addresses, service providers, and contact information for
all systems.

Pre-instructional Assessment
Users must evaluate their ability to understand the terminology and concepts
being discussed in the lesson. While the lesson will be designed to address a novice

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computer user, certain base concepts must be known before beginning. The initial
assessment will exist as a short quiz at the beginning of the lesson. Users will be
encouraged to use Internet searches to address questions to gain the necessary baseline
knowledge and to practice locating information in the future. The assessment will ask the
following questions:
1.
a.
b.
c.
d.
2.
a.
b.
c.
d.
3.
a.
b.
c.
d.

What kind of connection uses the cable network?

DSL
Satellite
Cable
Dial-up
Where do you access a wireless network on your computer?
Attach a wire
Check network setup
Turn on the computer
Dial the network
What is the difference between an Ethernet port and a USB port
USB has power and is round
Ethernet has a release clip and is slightly larger than a phone line
Ethernet is not used for networking
USB is only for printers and cameras
Formative Assessments
At the end of each section a practice assignment will be presented to review the
content covered. The user will be asked to master the practice content before moving on,
focusing on the learners ability to complete each task in the appropriate sequence. The
practice assignments at the end of each lesson will assess the learners understanding of
the content and ability to perform the task described.
Final Assessment
When the learner completes the material, they will be able to answer technical
questions about the functionality and implementation of a wireless network. The user

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will be able to assess their understanding of important concepts and return to sections of
the lesson to garner a better functional knowledge of the concepts presented. The user
will be encouraged to utilize Internet searches for answers not immediately recalled to
simulate real world situations (Wallace, 2012).
1. How far does can an access point adhering to the 802.11n standard broadcast?
a. 100 feet
b. 100 meters
c. 100 miles
d. 100 kilometers
2. Which standard has the slowest speed?
a. 802.11a
b. 802.11b
c. 802.11g
d. 802.11n
3. What is the problem with running Ethernet cable over fluorescent lights?
a. EMF interference
b. Fire Hazard
c. Clearance
d. Bandwidth
Media Selection
Meeting the needs of the student requires appealing to multiple modalities. The
media chosen is designed to provide visual cues, audio commentary, video
demonstrations, and interactive simulation. Slide based presentation will provide images

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focused on the content with an audio commentary. These will be presented in tandem on
each slide to allow the learner to comprehend each aspect as a whole (Clark & Mayer,
2011). Presentations can be paused, allowing users to review the content at their leisure,
and continue when ready (Bishop, Elen, Merril, & Spector, 2014).
When possible interactive simulations will be supplied to the learner to simulate
real world situations. These simulations will allow the user to interact with the types of
software they will see, and prepare the to complete the task in the field ((Bishop, Elen,
Merril, & Spector, 2014).
To view the available media and complete the lessons, the users device will need
to meet the following minimal requirements.

o
o

o
o
o
o
o
o
o
o
o

Connection Requirements:
An Internet connection is needed in order to access YouTube.
Internet connection with 500+ Kbps
System Requirements:
Computer and processor
1 gigahertz (GHz) or faster x86- or x64-bit processor with SSE2 instruction set
512 Mb Memory (RAM)
Display
Graphics hardware acceleration requires a DirectX10 graphics card and a 1024 x 576 or
higher resolution monitor
Adobe Flash Player (most current version)
Google Chrome, Firefox, Internet Explorer, Safari, or Opera
Microsoft Windows Media Encoder - Windows Media Encoder is a free program that
makes some files compatible with PowerPoint. For more information, see Microsoft
Windows Media Encoder.
Windows Media Player - Windows Media Player is a digital media player and media
library application used for playing audio, video, and viewing images on personal
computers running the Microsoft Windows operating system, as well as on Pocket PC
and Windows Mobile-based devices.
Production Duties:
An IT specialist or a Computer Instructor will create the media. Some knowledge of
PowerPoint and the ability to upload the presentation to YouTube is needed. An

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individual will be able to run Cat5e cabling between the Meraki unit and the Network
switch and the ability to mount the Meraki unit.
Necessary Existing Skills:
o The users will need to know how to connect devices to the Meraki wireless device in
order to connect to the Internet. Simple instructions can be displayed showing users how
to connect.

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Section 1:

Section 2:

Section 3:

Section 4:

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Section 5:

Section 6:

Section 7:

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References
Abas, Z. (2000). Toward effective use of IT in schools. CompuTimes Malaysia, 2, 17.
Bishop, M., Elen, J., Merril, M., Spector, J., (2014). Handbook of research on educational
communications and technology. New York, NY: Springer.

Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education.
Issues in Informing Science and Information Technology, 11, 191-201.
Cannon, R. (2000). Children's online privacy protection act. Boardwatch, 14(7), 40-42.
Retrieved from http://search.proquest.com/docview/225523735?accountid=12085
Clark, R., Mayer, R., (2011). E-learning and the science of instruction. San Francisco,
CA: Pfeiffer.
(n.d.) Forum unified education technology suite. Education center for education statistics.
Retrieved June 6, 2015. From https://nces.ed.gov/pubs2005/tech_suite/part_2.asp
Lancaster, T. (n.d.) Core distribution and access. Techtarget. Retrieved June 7, 2015.
From http://searchnetworking.techtarget.com/tip/Core-Distribution-and-Access
(n.d.) Untangle. Retrieved June 17, 2015 From https://www.untangle.com
Wallace, K. (2012). CompTIA Network+ Authorized Cert Guide. Indianapolis, IN, USA:
Pearson Education, Inc.