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Author: Ana Fuentes
Total results: 8
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SOFT SKILLS: EXPERIENCES FROM AN INTERDISCIPLINARY PHD PROGRAM IN INFORMATION SYSTEMS AND WORK INTEGRATED LEARNING
C. Gjellebæk orcid, A. Fuentes Martinez orcid - EDULEARN23 Proceedings - pages 2381-2390.
WHY DO CHILDREN LEARN PROGRAMMING? –A LITERATURE REVIEW OF CONTEMPORARY RESEARCH
A. Fuentes Martinez orcid, S. Ekström orcid, N. Humble orcid - INTED2023 Proceedings - pages 1503-1510.
A PRACTICE ACCEPTANCE MODEL BEYOND TECHNOLOGY WHEN PROGRAMMING AND MATHEMATICS CONVERGE
A. Fuentes Martinez orcid - ICERI2022 Proceedings - pages 6228-6237.
THE PERKS AND PERILS OF LEARNING PROGRAMMING ONLINE: THE CASE OF TEACHER TRAINING
A. Fuentes Martinez orcid - EDULEARN22 Proceedings - pages 5571-5579.
DUAL TEACHING AND INTERSPERSED PROGRAMMING: LEARNING TO TEACH WITH CODE
A. Fuentes-Martinez orcid - ICERI2021 Proceedings - pages 807-813.
UNDERSTANDING COOPERATIVE LEARNING AMONG TEACHERS AND PRE-SERVICE TEACHERS WHO INTEGRATE COMPUTER PROGRAMMING ACTIVITIES IN THEIR MATHEMATICS LESSONS
A. Fuentes - INTED2020 Proceedings - pages 3564-3568.
NEW CRITICAL IMAGINARIES AND REFLECTIONS ON ROBOTS AND ARTIFICIAL INTELLIGENCE: HOW TEACHERS’ PROGRAMMING KNOWLEDGE COULD AFFECT FUTURE EDUCATIONAL TECHNOLOGY
S. Ekström, A. Fuentes - INTED2020 Proceedings - pages 3475-3483.
GENDER AND PRIOR KNOWLEDGE FACTORS IN PUPILS’ BELIEFS ABOUT PROGRAMMING IN MATHEMATICS
A. Fuentes Martínez - ICERI2019 Proceedings - page 5703.