Running Header: NETWORK INTEGRATION

Network Integration in a

Small School Environment

David Bennett, David Blankenship,

Sharon Malone, Kirt Robinson

Liberty University

EDUC 633-B02

July 03, 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 aSmall 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

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system the school will establish dedicated access points and all other services will be

provided by the contracted group.

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Assess bandwidth needs based on user base to decide number of lines needed

from ISP

Investigate available resources for network implementation, and choose

the best option for the school: Externally Managed System vs.

Internally Managed System

An internally managed system will need appropriate support personal, network installation, and firewall

The number of access points must be determined based on number of users, distance between rooms, and sources of

interference.

Number of locations with hardwire connections must be assessed

A PoE switch must be purchased to meet the needs of all access points and hardwire points

Budget for installation of IEEE1394 cable must be assessed for material and potential labor costs

Upon installation of hardware, management software must be chosen

Access points must be assessed for appropriate settings, good connections, and no signal overlap.

Perform final check of all access points and hardwire connections before the system must be live.

The MR18 features a Gigabit Ethernet RJ45 port that accepts 802.3af power (labeled “Eth0, PoE”). This port

should be used for uplink to your local POE switch port

The MR18 access point can be powered using either the Meraki AC Adapter, PoE Injector (both sold

separately), or a PoE switch

Find the network to which you plan to add your APs or create a new network

Go to the map / floor plan view and place each AP on the map by clicking and dragging it to the location

where you plan to mount it

Add your APs to your network.

Using a client machine (e.g., a laptop), connect to the AP wirelessly (by associating to any SSID broadcast by

the AP) or over a wired connection

Configure the static IP address, net mask, gateway IP address and DNS servers that this AP will use on its

wired connection

Section 1: Load Needs

Section 2: Infrastructure Management

Section 3a: Configuration

Section 4a: Power

Section 5a:Mapping

Section 4a: Floor Plan

Section 6a: Attachment

Section 7a: Client Settings

Section 8a: Final Config

Section 3b: Assessment

Section 4b: Environment

Section 5b: Connections

Section 6b: Power

Section 7b: Wiring

Section 8b: Management

Section 9b: Radio Settings

Section 10b: Final Config

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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 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.

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- 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.

- 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 Points possible by student

Points earned by student

Explanation on why a wireless network is preferred over a wired solution

0-25

List of basic hardware needed for Meraki wireless network 0-10Selection and setup of Internet provider 0-25Provide a diagram identifying each area were the Wireless Access Point is to be installed.

0-15

Identify security risks for network 0-35Install cabling from closet IDF to each of the Meraki Wireless Access Points.

0-20

Install Meraki Wireless Access Points at proper locations within the school.

0-20

Configure managed Meraki Wireless Access Point using Meraki website. (including WEP or WAP security)

0-20

Identify and recommend policies to secure the network 0-30Connect local machine to installed Meraki Wireless Access Point

0-10

Total Student points 200

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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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30 min Bandwidth: Understanding the needs of the school.Participation: The student will use knowledge from the lesson to decide on the bandwidth needs of the school

30 min Cables: Understanding what plugs into what.Participation: The student will practice the knowledge gained from the lesson in a virtual environment

45 min Needs: Who needs what and whenParticipation: The user will review what has been learned in the previous lessons and answers the questions from the walkthrough to establish the overall needs of the network

45 min Environment: What’s in the wayParticipation: The user will draw a map of the building looking for possible sources of interference to decide the best locations to place access points.

45 min Environment: Who gets whatParticipation: The user will use the map to decide what locations will need a hardline based on user needs and sources of interference.

45 min Management: Controlling accessParticipation: The user will use a dummy program to practice setting up user permissions and utilize a basic web based management system for the network.

60 min Final Setup: Making sure it worksParticipation: The user will be displayed to final processes in setting up the network using step by step guides and video tutorials. The user will be given basic troubleshooting advice for common problems

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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

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

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air conditioners, heaters, plumbing and electricity. Poor cabling will threaten a school’s

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

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

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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).

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).

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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

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.

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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,

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

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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.

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

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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 learner’s 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

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:

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1. What kind of connection uses the cable network?

a. DSL

b. Satellite

c. Cable

d. Dial-up

2. Where do you access a wireless network on your computer?

a. Attach a wire

b. Check network setup

c. Turn on the computer

d. Dial the network

3. What is the difference between an Ethernet port and a USB port

a. USB has power and is round

b. Ethernet has a release clip and is slightly larger than a phone line

c. Ethernet is not used for networking

d. 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

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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

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

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demonstrations, and interactive simulation. Slide based presentation will provide images

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 user’s device will need

to meet the following minimal requirements.

Connection Requirements:o An Internet connection is needed in order to access YouTube.o Internet connection with 500+ Kbps

System Requirements:o Computer and processor

o 1 gigahertz (GHz) or faster x86- or x64-bit processor with SSE2 instruction set

o 512 Mb Memory (RAM)o Display

o Graphics hardware acceleration requires a DirectX10 graphics card and a 1024 x 576 or higher resolution monitor

o Adobe Flash Player (most current version)o Google Chrome, Firefox, Internet Explorer, Safari, or Operao 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.

o 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:

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o 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 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.

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