ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In thinking about an analysis of need for my instructional unit, I believe it is quite obvious, since in today’s business world, computers have become standard equipment. Computers perform inventory, record keeping, billing, payroll, and a seemingly infinite number of other functions. Not only is the computer an invaluable tool in the business office, but it is also a vital part of industry. The use of robotic technology in manufacturing is one example. Robots perform work that is boring, repetitious, difficult, or dangerous for human workers to do; indeed, they can function around the clock without tiring or requiring breaks. As the National Educational Technology Standards (NETS) performance indicators outline, the importance of all students having the opportunities to investigate, demonstrate, apply, and simulate real-world situations through the use of technology. In this unit a student-centered/directed instruction, is used to take advantage of students’ prior knowledge and interests to encourage active engagement in intellectual exploration, problem solving, and synthesis of new knowledge. As computers are problem-solving tools that help implement a systematic method of exploration, this unit of instruction will allow me the opportunity to implement some inquiry-based and problem-based, as well as project-based learning activities to replicate real-world models that will help deepen their understanding of LANs and WANs. Further rationale for teaching this unit is to insure testing readiness for technology industry certifications. As technology industry continues to demand of their employees, as well as new employees, the ability to use the latest in technology, they must actively engage in lifelong learning. This will probably include distance and distributed education allowing them the ability to create their own knowledge and accomplish their own goals.

Understandings & Goals

Enduring Understanding: How to network computers, whether it be setting up and configuring a peer-to-peer or a hub-based LAN network or a basic routed WAN. Goal(s): Students will create a LAN (local area network) and a WAN (wide area network). Students will troubleshoot interconnected devices, correcting networking problems related to cabling and workstation IP addressing issues.

Questions Answered

Essential questions: Why is it important that the proper Ethernet cable be used to create a peer-to-peer network? How to verify the physical connection?How to access the IP settings window? How is the proper TCP/IP settings configured for each PC? How to access the Command or MS-DOS prompt? How to confirm the TCP/IP network settings? Why is the proper Ethernet cable and hub necessary for a hub-based network? Why are the Ethernet or Fast Ethernet interfaces on the router important for the setting up and configuring of a network? How is the proper cables connected to the router and PC, as well as, the hub or switch? How do you find the correct cable to connect the routers to form a WAN link? How do you test for proper connectivity? Objectives: Students will create a simple peer-to-peer network between two PCs. Students will identify and connect the proper cable to the two PCs. Students will configure workstation TCP/IP address information. Students will create a simple network with two PCs using a hub. Students will identify and connect the proper cables to PCs and the hub. Students will create a simple routed wide-area network (WAN) with two PCs, two switches or hubs, and two routers. Students will identify and connect proper cables between the PCs, switches, and routers to form a WAN link. Students will test the connectivity of each network by using the ping command.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Students will be assessed with quizzes by using the online Blackboard and Cisco assessment tool on terminology and procedures. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Students will be asked to configure and connect computers, hubs or switch, and router. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? Students will be asked to configure and connect computers, hubs or switch, and router to build a LAN and WAN, so they can communicate with the other LANs. A rubric will be used to assess their individual progress. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? With guided questions in their lab manual, students will write solutions in their lab report and email them as an attachment. Students will post their reaction and observation of the field trip and lab work to the Blackboard Discussion Board area for further instructor and student input.

Instructional Strategies

Students will use a combination of inquiry-based and problem-based as they investigate prior and new knowledge about building a network in their networking curriculum. Through the problem investigation process students gather, record, and collaborate with fellow class members, as well as area technology experts about installing a LAN and WAN. Project-based learning will aid students in building their LAN that will be used to network with the WAN. Students will troubleshoot interconnected devices and correct any networking problems, whether they are cabling or workstation related.