| An exploratory case study of computer use in a primary school mathematics classroom: New technology, new pedagogy?: Research: Information and communication technologies J Hardman Perspectives in education 23 (1), 99-111, 2005 | 177 | 2005 |
| ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout R Watermeyer, K Shankar, T Crick, C Knight, F McGaughey, J Hardman, ... British Journal of Sociology of Education 42 (5-6), 651-666, 2021 | 153 | 2021 |
| Researching pedagogy: An activity theory approach J Hardman Journal of education 45 (1), 65-95, 2008 | 136 | 2008 |
| ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector F McGaughey, R Watermeyer, K Shankar, VR Suri, C Knight, T Crick, ... Higher education research & development 41 (7), 2231-2246, 2022 | 130 | 2022 |
| Activity Theory as a framework for understanding teachers\'perceptions of computer usage at a primary school level in South Africa J Hardman South African journal of education 25 (4), 258-265, 2005 | 87 | 2005 |
| Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018 J Hardman Heliyon 5 (5), 2019 | 80 | 2019 |
| Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory. J Hardman International Journal of Education and Development using ICT 3 (4), 110-130, 2007 | 73 | 2007 |
| Activity theory as a potential framework for technology research in an unequal terrain J Hardman South African Journal of Higher Education 19 (2), 378-392, 2005 | 73 | 2005 |
| Conclusion: Towards a transformative higher education pedagogy V Bozalek, D Ng’ambi, D Wood, J Herrington, J Hardman, A Amory Activity Theory, Authentic Learning and Emerging Technologies, 234-241, 2014 | 71 | 2014 |
| An Activity Theory approach to surfacing the pedagogical object in a primary school mathematics classroom J Hardman Outlines. Critical Practice Studies 9 (1), 53-69, 2007 | 52 | 2007 |
| Pedagogical variation with computers in mathematics classrooms: A Cultural Historical Activity Theory analysis J Hardman Psychology in Society 48, 47-76, 2015 | 45 | 2015 |
| Pedagogical variation with computers in mathematics classrooms: A Cultural Historical Activity Theory analysis J Hardman Psychology in Society 48, 47-76, 2015 | 45 | 2015 |
| Towards a knowledge‐sharing scaffolding environment based on learners’ questions D Ng’ambi, J Hardman British journal of educational technology 35 (2), 187-196, 2004 | 43 | 2004 |
| A questioning environment for scaffolding learners' questioning engagement with academic text: a university case study: research in higher education J Hardman, D Ng'ambi South African journal of higher education 17 (2), 139-146, 2003 | 37 | 2003 |
| “Does anyone even notice us?” COVID-19’s impact on academics’ well-being in a developing country J Hardman, K Shankar, T Crick, F McGaughey, R Watermeyer, VR Suri, ... South African Journal of Higher Education 36 (1), 1-19, 2022 | 32 | 2022 |
| Introduction to cultural-historical activity theory and tool mediation J Hardman, A Amory Activity Theory, Authentic Learning and Emerging Technologies, 9-21, 2014 | 30 | 2014 |
| # Rhodesmustfall: using social media to “decolonise” learning spaces for South African higher education institutions: a cultural historical activity theory approach S Francis, J Hardman South African Journal of Higher Education 32 (4), 66-80, 2018 | 27 | 2018 |
| Child and adolescent development: A South African socio-cultural perspective J Hardman, J Jansen, M Moletsane, D Neves, C Soudien, L Stroud, ... (No Title), 2012 | 27 | 2012 |
| The impact of computer and mathematics software usage on performance of school leavers in the Western Cape Province of South Africa: a comparative analysis. G Spencer-Smith, J Hardman International Journal of Education and Development Using ICT 10 (1), 2014 | 26 | 2014 |
| Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future J Hardman Mind, Culture, and Activity 28 (3), 219-233, 2021 | 23 | 2021 |
Alan AmorySaideΗ διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα saide.org.za
