Virtual Professional Development Enhances K-2 Computer Science Education

A recent study published in the Early Childhood Education Journal explored the impact of virtual professional development on teachers' skills and self-efficacy, as well as its effect on students' coding growth. The research, conducted by Ghaida S. Alrawashdeh and colleagues from Oakland University, involved 81 teachers and 1,623 students participating in a coding curriculum for kindergarten to second-grade students. The study examined the efficacy of two virtual professional development models: expert-led and peer-led. The findings indicate that the peer-led model led to significant improvements in teachers' coding skills, which in turn had a positive effect on students' coding growth.

Key Takeaways:

• The study involved 81 teachers and 1,623 students from kindergarten to second-grade participating in a coding curriculum.
• The research examined the efficacy of two virtual professional development models: expert-led and peer-led.
• The peer-led model showed significant improvements in teachers' coding skills, particularly in addressing teachers' concerns and improving PD design.
• The study suggests that peer-led models are effective in enhancing teachers' skills and students' coding growth.
• Ghaida S. Alrawashdeh and Abigail J. Bergman are the lead authors on the research, with Marina U. Bers as an additional author.
• The study received financial support from the US Department of Education.
• The findings have implications for exploring tailored professional development for diverse backgrounds and improving the design of professional development programs.

Statistics:

• 81 teachers participated in the study over two years.
• 1,623 students participated in the coding curriculum.
• The study examined the impact of the virtual professional development models on teachers' skills and self-efficacy.
• The peer-led model showed significant improvements in teachers' coding skills, with a downstream effect on students' coding growth.
• No significant change was observed in teachers' self-efficacy.

Sources:

• (2025). "From Teacher Training To Student Growth: Virtual Professional Development Enhances K-2 Computer Science Education". Early Childhood Education Journal.
• NewsRx (2025). "Study Results from Oakland University Provide New Insights into Pediatrics (From Teacher Training To Student Growth: Virtual Professional Development Enhances K-2 Computer Science Education)". Education Letter, October 15, 2025; p 998.