Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

CSUSB Community Engagement and Partnerships:

Towards a Cybercamp for Inland Empire K-12 Teachers
Tracy Medrano
California State University San Bernardino, ETEC 543
November 12, 2016

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Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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Data Analysis
The narrative data, based on information gathered form a survey and interview of 10
respondents, was analyzed, coded, grouped, and summarized. I used methods to aggregate both
data in the qualitative and quantitative analysis process to generate smaller sets of information
that aligned with the research questions; (1) What is the appropriate content of the cybercamp at
CSUSB, (2) What is the appropriate structure of the cybercamp at CSUSB.
Qualitative Analysis. The process involved Inductive Analysis, specifically reading
through the data to identify and organize similar information. Following this process, coding
schemes were developed and characteristics of each category were defined (see Figure 1). This
proved helpful in making a clear linkage between the data and research questions.
AvaT
eLearn
TechIntg
TechRes
TechTr
TeachSup
DLIU

Coding Categories Used in the Analysis of the Data

Available Technology
eLearning
Technology Integration
Technology Resources
Technology Training
Teacher Support
Different levels of technology understanding

Figure 1. Narrative Data coding schemes and defined characteristics found in responses
to question 13 of the survey.
Quantitative Analysis. The process involved Deductive Analysis of numerical data using
descriptive statistics. Based on a defined population, with only 10 respondents analyzed, answers
to the survey questions were examined to provide a comparison between the data sets. Various
methods in Microsoft Excel were applied, such as SUM formula, COUNT formula, Pivot tables,
and graphical data representation to analyze respondents by type of school (see Figure 2), I am
a categorized responses (see Figure 3), duration (see Figure 4), time of year (see Figure 5),
cost (see Figure 6 and 7), topics (see Figure 8), and contact/interest (see Figure 9 and 10).

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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rESPONDENTS BY Type of School

None Given; 10%

Elementary School; 20%

Adult School; 10%

Charter School; 10%

Middle School; 20%

High school; 30%

Figure 2. Respondents by type of school in question 4 of the survey.

Categorized answers based on 10 respondents.

ETCC

80%

Tech Leader

NONE

("I am a...")?

30%

20%

Figure 3. I am a categorized responses to question 5 of the survey.

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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ANSWERS BASED ON 10 RESPONDENTS. How many days are appropriate for Inland Empire teachers who wil be more likely to attend the cybercamp?
60%
50%

30%

5%

Half a Day

1 day

2 days

3 days

Figure 4. Duration; to question 6 of the survey.

Answers based on 10 respondents.

When will be good time to host the cybercamp?

AY

50%

Summer

30%

Winter

10%

Spring

10%

Figure 5. Time of year; responses to question 7 of the survey.

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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Answers from 10 respondents. Would you attend the cybercamp if you would need to pay a reasonable fee?

YES

60%

NOT SURE

40%

Figure 6. Responses to question 8 of the survey.

aNSWERS bASED ON 10 rESPONDENTS. How much would you be willing to pay for such a cybercamp?
80%

20%

$100-$200

Less than $100

Figure 7. Responses to question 9 of the survey.

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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Answers based on 10 respondents. Topics that should be included in the cybercamp.

T&CCS

60%

Digital Learning

Other

30%

10%

Figure 8. Responses to question 10 of the survey.

Answers based on 10 respondents. Could we contact you should we need additional information about the cybercamp preparation?
No; 10%

Yes; 90%

Figure 9. Responses to question 11 of the survey.

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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Answers based on 10 respondents. Would you be interested in serving on a planning committee of the cybercamp?
Yes

50%

No

Contact me later

30%

20%

Figure 10. Responses to question 12 of the survey.

Data Results
The collection of data, aggregated and analyzed using various methods based on a
smaller set of the survey population as illustrated in this report, proves to answer the two
research questions; (1) What is the appropriate content of the cybercamp at CSUSB, (2) What is
the appropriate structure of the cybercamp at CSUSB.
The data shows that respondents have an interest in attending a cyber camp at California
State University San Bernardino. An overwhelming majority believe that the appropriate content
of the cyber camp should include technology and common core standards (see Figure 8), while
others responded with different ideas (see Figure 1); topics aimed at helping esl learners,
available technology, using technology in the classroom, etc.
The data also provide information to help determine an appropriate structure and logistics
necessary to host a Cybercamp for Inland Empire K-12 Teachers event at CSUSB. Based on

Running Head: CYBERCAMP FOR INLAND EMPIRE K-12 TEACHERS

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survey responses (see Figure 1), respondents expressed a need for sessions to be relevant, align
with common core, offer beginner to advanced levels, and demonstrate e-learning technology
integration models. Further, the data shows that respondents would like to have a variety of
resources, such as a short overview, handouts, contact list, and product demonstrations. Sessions
should include step-by-step hand-on learning while remaining relevant to the needs defined in
the survey by respondents. Survey results prove that a good time of year to host the cyber camp
event is during the academic year. Finally, ensuring that sessions are available to groups with
different levels of technology literacy will help meet the needs of technology diverse teachers in
K-12.