Introduction
During a recent conversation with Jason Parke, a computing lecturer at the University of Greenwich and a member of Cisco’s Academy Support Centre team, he described physical networking equipment as “worth its weight in gold” when it comes to student understanding. This sentiment, shared by many in both industry and education, highlights the value of hands-on experience in a subject often taught from a largely theoretical standpoint.
Networking is a core topic across nearly every computer-based qualification delivered in the UK. At GCSE level, students are introduced to IP addressing, basic topologies, and the 32-bit structure of IPv4. A Level builds on this with a deeper understanding of the TCP/IP stack. Level 2, Level 3, and T Level courses all carry similar expectations.
However, for many educational institutions, particularly secondary schools, networking remains mostly theoretical. This is often due to a lack of physical equipment and the presence of highly restricted systems that limit practical engagement.
Research by Zhao (2024) notes that while traditional classroom delivery may introduce core networking concepts, it frequently fails to meet students’ practical learning needs without dedicated lab environments. Kayri and Cakır (2021) echo this point, finding that learners in physical networking environments performed significantly better in practical assessments than those limited to virtual setups.
The Role of Packet Tracer
Cisco introduced Packet Tracer in the mid-2000s to support their expanding certification programme. At the time, few learners had access to decommissioned Cisco routers and switches, so the CCNA remained a certification closely tied to enterprise settings.
Packet Tracer remains a valuable tool. It allows students to experiment with simple network topologies using simulated routers and switches. For more advanced learners, it provides access to Cisco IOS features including VLANs, static and dynamic routing, and DHCP configuration.
Despite its strengths, Packet Tracer cannot replicate the physical feedback and practical context of real-world equipment. Shimba et al. (2017) and Zhao (2024) both highlight that while simulation is a helpful supplement, it lacks the tactile and environmental dimensions essential for deeper understanding.
Learning by Doing
Across the computing curriculum, several topics benefit from physical interaction. In programming, for instance, students often use devices such as the BBC micro:bit, Raspberry Pi, and Bee-Bots. These tools provide visible, tangible outputs that support abstract learning.
Networking, though less obviously abstract, benefits just as much from this kind of physical engagement. The main obstacle is hardware availability.
In my T Level Computing delivery, I have always prioritised giving students hands-on responsibility for our infrastructure. Our T Lab test network is designed, configured, and maintained by learners, from cabling through to router setup. This approach helps students understand not just how networks operate, but why they are designed that way. Zhao (2024) supports this, noting that lab-based learning bridges the gap between theory and real-world application. Similarly, Kayri and Cakır (2021) suggest that hands-on activity builds stronger retention and supports conceptual understanding.
Partnering with Cisco
Early in my time at EKC Dover College, I began exploring ways to offer industry-recognised certification alongside the T Level in Digital Support Services. Cisco’s NetAcad platform stood out. After a few productive conversations, we joined the programme and began delivering Cisco-aligned content.
Packet Tracer now plays a central role in lessons, particularly as the Pearson T Level specification includes it in its assessed components. Still, I felt there was a need to take learning off the screen. I began sourcing legacy Cisco hardware—early 2000s CCNA lab equipment that, while ageing, still reflects the core principles of networking: VLANs, subnetting, DHCP, static routing, and more.
A Treasure Trove
Since my early weeks at EKC Dover, I’ve been in regular contact with Jasmine and her partner Jake, both active members of the homelabbing community. Through their contacts at WeCollect Ltd, an electrical recycling organisation, they explored the possibility of a hardware donation. What they managed to secure exceeded all expectations.
Included in this donation were six Cisco Catalyst 4948 switches. These are enterprise grade, datacentre ready devices that support high speed switching and fibre uplinks. Their presence in the lab environment gives students exposure to equipment still widely deployed in real-world networks. This opens up further opportunities to explore core switch design, fibre uplink configuration, and the importance of airflow in rack-mounted hardware setups. For learners preparing for technical roles, this level of realism in their training environment makes a substantial difference.
This donation marks a significant step forward for our lab environment. Access to physical equipment opens up new opportunities for applied learning. For many students, being able to physically build a network by connecting switches, checking activity LEDs, and configuring devices by hand adds a layer of clarity and confidence that is difficult to replicate through simulation alone. This isn’t just anecdotal: Shimba et al. (2017) found that students taught networking through hands-on labs were notably more successful at verifying and troubleshooting network configurations than those taught exclusively through simulation. Their study concluded that practical environments are more effective in developing the kinds of technical and problem solving skills that we aim to nurture in T Level learners.
Concluding Thoughts
The combination of a rich simulation environment and real-world hardware represents best practice in modern networking education. Both research and classroom experience affirm the value of this hybrid model. Donations like this one do more than provide hardware—they create new opportunities, raise aspirations, and give learners the context they need to thrive. Kayri and Cakır (2021) remind us that experiential learning is key to building both technical fluency and professional confidence. I look forward to seeing how our learners continue to develop with access to this equipment.
Special Thanks
A sincere thanks to Jasmine, Jake, and of course the donor organisation, WeCollect Ltd. Their generosity has launched our computing department to a new level of industry preparedness at a time when education is facing significant funding challenges. For students who have never interacted with anything more complex than a home router, this equipment opens doors to real-world learning that would otherwise be out of reach. The value of the donation is not only in its financial worth, which is substantial, but in the opportunity it provides for learners to gain hands-on experience that truly prepares them for technical careers.
References
Kayri, M., & Cakır, R. (2021). An investigation of the effectiveness of virtual and physical laboratory environments in network education. Education and Information Technologies, 26, 1593–1610. https://doi.org/10.1007/s10639-020-10334-5
Shimba, M., Mahenge, M. P. J., & Sanga, C. A. (2017). Virtual labs versus hands-on labs for teaching and learning computer networking: A comparison study. International Journal of Research Studies in Educational Technology, 6(1), 43–58. https://doi.org/10.5861/ijrset.2017.1660
Zhao, K. (2024). Impact of Laboratory Practice on Computer Network Teaching. Advances in Computer, Signals and Systems, 8(2). Clausius Scientific Press. https://doi.org/10.23977/acss.2024.080205
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