The MICRO online PD significantly increased teachers' belief that CT can be integrated into other content areas (g = 0.66)¶

Claim · All claims
Evidence · 1 study · design r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Teachers' rating of how practically CT could be integrated into other content areas rose significantly from pre to post, with a printed moderate effect size of g = 0.66. → Lauren E. Margulieux · Brendan D. Calandra · Bryan Cox 2026

Evidence¶

Lauren E. Margulieux · Brendan D. Calandra · Bryan Cox 2026¶

Lauren E. Margulieux · Brendan D. Calandra · Bryan Cox. (2026). Online professional development to support K‑12 teachers' computer science integration. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10640-z

q3 · i2 · design · r2

Independent t-tests on pre/post survey items (1 = not practically to 5 = easily) in the MICRO evaluation. The mean moved from "3.08 on the pre-test" to "3.53 on the post-test", with Hedges' g of "0.66, a moderate effect size".

"The mean changed from 3.08 on the pre-test (n = 377, SD = .70) to 3.53 on the post-test (n = 340, SD = .65), which represents a significant increase (t = −8.78 (714.29), p < .001), in teachers' view that CT can be integrated into other areas. The effect size, derived from Hedges' g due to the participants not representing the full group of teachers, was 0.66, a moderate effect size."

Discussion¶

Related Claims¶

• The MICRO online PD significantly increased teachers' confidence that they could integrate computing into their classrooms (g = 0.72) — related
• After the PD, teachers' explanations of computational thinking shifted toward computer-connected problem-solving and toward CT as a teaching strategy — related
• Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers — related