After the PD, teachers' explanations of computational thinking shifted toward computer-connected problem-solving and toward CT as a teaching strategy¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In coded survey responses, problem-solving remained the most common description of CT pre and post, but post-survey responses more often connected CT to computers, and a new post-only theme related CT to teaching (6 of 50 responses). → 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

q2 · i? · design · r2

Bottom-up content analysis of 50 randomly selected responses per question from pre- and post-surveys, coded by two authors. Problem-solving was the most common description on both surveys (20 of 50 pre; 19 of 50 post), and "relating CT to teaching (6 of 50 responses)" emerged only post.

"A new type of response on the post-survey that did not exist in the pre-survey responses was relating CT to teaching (6 of 50 responses). These responses categorized CT as a strategy for using technology in instructional practice"

Discussion¶

Related Claims¶

• The MICRO online PD significantly increased teachers' belief that CT can be integrated into other content areas (g = 0.66) — related
• Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers — related
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — a broader claim this one bears on