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Network Communication & Organization - Secondary
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Microcredential ID : 43
Networks & Internet - Secondary Teachers
1 PTSB Recertification Credit


Computing devices communicate with each other across networks to share information. This microcredential represents the knowledge of how to teach network communication and organization in a secondary classroom to support student learning of how computers connect them to other people, places, and things around the world in the early grades. As students progress, they gain a deeper understanding of how information is sent and received across different types of networks. Please locate "01. PROFICIENCY SCALE – Networks & Internet – Network Communication & Organization" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Equity and Inclusion
    2e - Use accessible instructional materials. Evaluate tools and curricula and leverage resources to improve accessibility for all students.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4a - Analyze CS curricula. Analyze CS curricula for implementation in their classrooms in terms of CS standards alignment, accuracy, completeness of content, cultural relevance, and accessibility.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4b - Develop standards-aligned learning experiences. Design and adapt learning experiences that align to comprehensive K-12 CS standards.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4g - Inform instruction through assessment. Develop multiple forms and modalities of assessment to provide feedback and support. Use resulting data for instructional decision-making and differentiation.
  • Wyoming Content and Performance Standards > Network Communication & Organization
    8.NI.NCO.01 - Model the role of protocols in transmitting data across networks and the internet (e.g., explain protocols and their importance to data transmission; model how packets are broken down into smaller pieces and how they are delivered).
  • Wyoming Content and Performance Standards > Network Communication & Organization
    L1.NI.NCO.01 - Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
  • Wyoming Content and Performance Standards > Network Communication & Organization
    L2.NI.NCO.01 - Describe the issues that impact network functionality (e.g., bandwidth, load, latency, topology).
How To Earn This Microcredential

To earn this microcredential you will process through the ADDIE learning model producing evidence that demonstrates your knowledge of the Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers. Through the ADDIE learning model you will analyze standards, design/develop and implement a lesson, collect student work artifacts, and evaluate your professional practices.

There will be no fee assessed for reviewing this microcredential.

The network communication & organization microcredential is one of two microcredentials that make up the networks & internet stack. The networks & internet stack is one of six microcredential stacks which when completed will lead to a Computer Science Teacher Master Distinction.

Important Terms

The verification of the identity of a person or process.

Computing device:

A physical device that uses hardware and software to receive, process, and output information. This may include computers, mobile phones, and computer chips.

Computing system:

A collection of one or more computers or computing devices, together with their hardware and software, integrated for the purpose of accomplishing shared tasks. Although a computing system can be limited to a single computer or computing device, it more commonly refers to a collection of multiple connected computers, computing devices, and hardware.


The protection against access to, or alteration of, computing resources through the use of technology, processes, and training.


Information that is collected and used for reference or analysis. Data can be be digital or nondigital and can be in many forms, including numbers, tests, show of hands, images, sounds, or videos.


The conversion of electronic data into another form, called ciphertext, which cannot be easily understood by anyone except authorized parties.


A group of computing devices (e.g., personal computers, phones, servers, switches, routers, etc.) connected by cables or wireless media for the exchange of information and resources.


Programs that run on a computing system, computer, or other computing device.


The unit of data sent over a network.


A string of characters used to verify the identity of a user during the authentication process. Password is an example of one authentication factor.


A device or software that determines the path that data packets travel from source to destination.

Universal design for learning (UDL):

A framework for designing curriculum to be broadly accessible to all students. (See UDL for Learning Guidelines + Computer Science/Computational Thinking in the resources)

Modalities of assessment:

Modalities of assessment include written assessment, oral assessment, performance tasks, or visual representations.

Forms of assessment:

These include formative, summative, or student self-assessment.

Background Scenario / How This Will Help You

This microcredential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades 6–12. The content provides resources to support understanding.

Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Additional learning opportunities may include free online resources, postsecondary courses, and local courses.

The microcredential structure offers earners flexible pathways and timelines. Earners can complete the microcredentials in any order that aligns with their classroom timelines and availability. Micro-credentials offer earners the opportunity to submit evidence and receive evaluator feedback. Earners are encouraged to resubmit evidence until mastery is earned. Each resubmission will be reviewed, and updated feedback will be provided.

Evidence Options
Be sure to submit the type and number of pieces of evidence specified below.
Category: Analyze

Analyze: Standards:

Complete "02. ANALYZE – Computing Systems – Devices" in the resources section below. All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/3ZWtfY1.

Category: Design/Develop

Lesson Plan:

Find "03. DESIGN/DEVELOP" in the resources section below. All instructions are included in the worksheet. Once you are finished with this task, upload your lesson plan in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/3QiOmAG.

Category: Implement


Implement the set of activities or lesson plan you designed. Submit evidence of student learning for your focus standard. Include evidence of students that have met the standard and students that have not met the standard. Examples include videos of students working, completed student worksheets, etc. Annotate each piece of evidence to demonstrate how you facilitated student achievement of the standard.

Category: Evaluate


Find "04. EVALUATE – Worksheet" in the resources section below. All instructions are included in the worksheet. The resource can be found by following this link: https://bit.ly/3PThjBX.

Review Criteria

Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and this proficiency scale, found here: https://bit.ly/3BRgMIL. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3FiHKfn.

Reflection Prompts

Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3BRgMIL. Provide a few sentences stating where the pieces of evidence that support the scores for each component are located.

If you are resubmitting, please indicate what changes were made in the documents (e.g., highlight, text color) and include "Resubmission #" with the resubmission number in the file title when you upload.

Review Criteria

Proficiency scale: https://bit.ly/3BRgMIL. Checklist: https://bit.ly/3FiHKfn.

Content knowledge – CSTA 4a The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught.

Inform instruction through assessment – CSTA 4g The teacher develops multiple forms and modalities of assessment to provide feedback and support. The teacher uses resulting data for instructional decision-making and differentiation.

Supporting standards The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.

Vertical alignment – CSTA 4b The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band.

Use accessible instructional materials – CSTA 2e The teacher evaluates tools and curricula to improve accessibility for all students. Teacher leverages resources to improve accessibility for all students.

Tool – UDL for Learning Guidelines + Computer Science/Computational Thinking

UDL is a framework for designing curriculum to be broadly accessible to ALL students. Learn more about utilizing the UDL framework in computer science education.

Webpage – CSTA Wyoming

CSTA Wyoming's website so teachers can join.

Standards – CSTA Standards for Computer Science Teachers

These standards are designed to provide clear guidance on effective and equitable computer science instruction in support of rigorous computer science education for all K–12 students.

Micro-Credential Map By Grade Band

The computer science standards are written in grade bands (K–2, 3–5, 6–8, and 9–12). The standard committee (CSSRC) determined the standard to be met by the end of each grade band. In grades 9-12, there are level 1 and level 2 standards. Level 1 standards include introductory skills. Level 2 standards are intended for students who wish to advance their study of computer science. The teacher or earner can choose which grade band and standard to focus their lesson on.


Use this resource for the design/develop step of the ADDIE model.

04. EVALUATE – Worksheet

Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in Implement and suggest any changes in practice or approach that you might make in the future based on your experience with this micro-credential.

Standards – Wyoming Computer Science Content and Performance Standards

Performance Level Descriptors (PLDs) describe the performance expectations of students for each of the four (4) performance level categories: advanced, proficient, basic, and below basic. These are a description of what students within each performance level are expected to know and be able to do. All PLDs are found in this document.

Article – "Unwrapping" the Standards: A Simple Way to Deconstruct Learning Outcomes

“Unwrapping” is a simple method that all teachers in all grade levels can use to deconstruct the wording of any standard in order to know its meaning inside and out.

Sample Response – Completed Devices Micro-Credential

This resource includes a sample response for analyze, design/develop, implement, and analyze as well as a sample reflection prompt response for the devices micro-credential.

01. PROFICIENCY SCALE – Networks & Internet – Network Communication & Organization

This scale is provided as a resource for learners to view micro-credential criterion and the performance descriptor levels for demonstration of mastery.

02. ANALYZE – Networks & Internet – Network Communication & Organization

Analyze the student and teacher standards aligned with the Networks & the Internet – Network Communication & Organization micro-credential. Aligned standards and instructions for selecting a focus standard are outlined below the task description. There are two parts to this task.

Video Tutorial: Platform Navigation Tutorias

This is a list of videos that support navigation of the Midas platform. Including how to submit micro-credentials for review.

Video Tutorial: Unpacking Wyoming Computer Science Standards

This video helps for unpacking the Wyoming Computer Science standards as part of the micro-credential.

Video Tutorial: Best Practice in Google Drive Organization

This video provides best practices in Google Drive organization for the micro-credentials.

Video Tutorial: Completing the CSTA CS Teacher Standard Analyze Task

This video gives pointers on completing the CSTA CS teacher standard analyze task for the micro-credential.

Article – Essential Components of Web Accessibility

This page shows how web accessibility depends on several components working together, and how improvements in specific components could substantially improve web accessibility. It provides the foundation for understanding the different accessibility standards developed by the W3C Web Accessibility Initiative (WAI).

Video – Computer Networks: Crash Course Computer Science #28

This three episode video series is on the rise of a global telecommunications network that changed the world forever. Beginning with computer networks, and how they grew from small groups of connected computers on LAN networks to eventually larger worldwide networks like the ARPANET and even the Internet we know today. They also discuss how many technologies like Ethernet, MAC addresses, IP Addresses, packet switching, network switches, and TCP/IP were implemented to new problems as our computers became ever-increasingly connected.

Video – How the Internet Works

This is a series of eight videos from code.org featuring authentic computer science engineers explaining how the Internet works.

Lesson Plan – The Internet

This unit reveals how the Internet was designed to connect billions of devices and people to one another. Learn how the different protocols of the Internet work and actually build them yourself using the Internet Simulator. Then consider the impacts the Internet has had, both good and bad, on modern life.

Lesson Plan – CS Matters Curriculum with Updates for 2020

CS Matters by the state of Maryland shares their curriculum here. Number 3 includes Information and the Internet with 14 lessons, resources, and assessments.

Article – What is a Packet?

This article breaks down a packet and how it is transmitted via the Internet. It includes helpful definitions as well as links to additional videos and websites on related Internet topics.

Lesson Plan – Unit 4: How the Internet Works

This curriculum is from Beauty and Joy of Computing and it includes four interactive labs to teach students how the Internet works.

Article – Networking

In this introduction to networking from IBM, learn how computer networks work, the architecture used to design networks, and how to keep them secure.

Lesson Plan – CTE Online California

CTE Online provides three lessons on NI.3 including Introduction to Computer Networking, Troubleshooting Computer Networks, and Creating a Functional Network with Cisco Packet Tracer.

Video – Hub, Switch, & Router Explained – What's the Difference?

This is an animated video that explains the difference between a hub, switch, and a router. It explains how a router works, how a switch works, and how a hub works.

Video – Computers and the Internet: How the Internet Works

In six short, introductory videos, you’ll get an inside look into foundational concepts of everything from wires to websites, taught by guest lecturers including the actual “Father of the Internet” Vint Cerf, Tumblr founder David Karp, and creators on teams at Google, Spotify, XBox, Symantec, and more.

Lesson Plan – Unit: The Internet

Check out this unit from Khan Academy that will teach you all about the Internet. This unit covers how the Internet works. Learn about the physical layer (Ethernet, Fiber, WiFi), the protocols (IP, TCP, UDP, DNS, HTTP), the World Wide Web, and the digital divide.

Network Communication & Organization Micro-credential Checklist

This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential.

Jennifer Anderson

Jennifer Anderson
Gina Carroll

Gina Carroll
Gwen Crandall

Gwen Crandall
Jill Felbeck-Jones

Jill Felbeck-Jones
Kiesa Geyer

Kiesa Geyer
Abby Hurley

Abby Hurley
Debbie Jacobson

Debbie Jacobson
Heather Kolde

Heather Kolde
Jared Lundholm

Jared Lundholm
Amanda Martin

Amanda Martin
Joseph Meyer

Joseph Meyer
Lena Rossolo

Lena Rossolo
Carl Shuptrine

Carl Shuptrine
Walt Smith

Walt Smith
Wyoming Department of Education

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