Room 3.43, 6 Neville Alexander Building, Lover's Walk

Interest

Educational psychology; Cultural Historical/sociocultural theory; Teaching and learning in primary schools; Teaching with technology; Well-being and mental health; Atten Deficit and Hyperactivity Disorder; Psychology and pedagogy; Child and adolescent development;
Cyber Bullying. 

Peer reviewed journal articles  

• Hardman, J. (2022). A Cultural-historical Pedagogical Model as a Potential Developmental Tool in Schools. European Journal of Education and Pedagogy, 3(3), 191-198. https://doi.org/10.24018/ejedu.2022.3.3.354
• Hardman, J., Shankar, K., Crick, T., McGaughey, F., Watermeyer, R., Ratnadeep Suri, V., Knight, C., & Chung, R. (2022). "Does anyone even notice us?" Covid-19's impact on academics' well-being in a developing country. South African Journal of Higher Education, 36(1),1-19. https://doi.org/10.20853/36-1-4844
• Garth Spencer-Smith & Joanne Hardman (2022) Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa, Computers in the Schools, 39:1,61-79. DOI: 10.1080/07380569.2022.2037297
• Kander, V., Hardman, J. and Wilmshurst, J.M. (2021), Understanding the landscape of electrophysiology services for children in sub-Saharan Africa. Epileptic Disorders, 23: 812-822. https://doi.org/10.1684/epd.2021.1351
• Kander V, Hardman J, Wilmshurst JM. (2021). Evaluation of EEG training curricula for non-specialist clinicians: a systematic qualitative review. Epileptic Disord. 1;23(2):203-217. DOI: 10.1684/epd.2021.1270. PMID: 33885363.  https://pubmed.ncbi.nlm.nih.gov/33885363/
• Hardman, J. (2021). Vygotsky’s decolonial pedagogical legacy in the 21st century: Back to the future. Mind, Culture and Activity. DOI: 10.1080/10749039.2021.1941116  https://www.tandfonline.com/doi/abs/10.1080/10749039.2021.1941116
• Watermeyer,R., Shankar, K.,  Crick, T., Knight, C.,  McGaughey, F., Hardman, J.,Venkata Ratnadeep V., Chung, R., and Phelan. D.,. (2021). ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout. BSJE. DOI 10.1080/01425692.2021.1937058 https://doi.org/10.1080/01425692.2021.1937058
• McGaughey, F., Watermeyer,R., Shankar, K., Ratnadeep. S., Knight, C., Crick, T., Hardman, J.,  Phelan, D., Chung, R .(2021). ‘“This can’t be the new norm”: academics’ perspectives on the COVID-19 crisis for the Australian University Sector’ Higher Education Research & Development ; 1-16    https://doi.org/10.1080/07294360.2021.1973384
• Hardman, J. & Raudzingana, M. (2021).  Mathletics software and student attainment in grade 4- a cultural historical analysis.  Advances in Social Sciences Research Journal . 8(5); 517-531.  DOI:10.14738/assrj.85.10273.  https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/10273
• Hardman, J. Ntlhoi. T. (2021). Online quizzes as mediating tools for teaching Information Communication Technology to first year students at a college of education in the developing context of Lesotho. Asia Research Network Journal. 1(2); 50-60.  https://so05.tci-thaijo.org/index.php/arnje/article/view/251470
• Hardman, J. (2021).  Towards a pedagogical model for teaching through rather than merely with technology: A cultural historical approach. South African Journal of Higher Education. 35(4); 104-115 http://dx.doi.org/10.20853/35-4-4222 
• Hardman, J. & Set, B. (2021). Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis. Creative Education 12; 1-17.  
• Hardman & Lilley, W. (2020). Have teachers’ perceptions regarding the pedagogical change in grade 6 mathematics lessons with ICTs altered over a 16-year period? A cultural-historical activity theory analysis. Journal of Educational Research Reviews 8(1); 67-80. 10.33495/jerr_v8i5.20.137
• Hardman, J. (2019). Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018. Heliyon. 1-6.  https://doi.org/10.1016/j.heliyon.2019.e01726
• Hardman, J. & Tshink, S. (2019) Teachers’ perceptions of pedagogical change with Information Communication Technologies in no-fee primary schools in a developing context: A cultural historical activity theory analysis. Journal of Education and Social Policy 6(3); 125-137. 10.30845/jesp.v6n3p16
• Francis, S. & Hardman, J. (2018). #Rhodesmustfall: Using Social Media to “decolonise” learning spaces for South African Higher Education Institutions: A Cultural Historical Activity Theory Approach. SAJHE 32(4): 66-80 https://journals.co.za/doi/pdf/10.20853/32-4-2584
• Set, B, Hardman, J, Ashipala, D.O. (2017). An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools. World Journal of Education. 7(1), 33-43  https://eric.ed.gov/?id=EJ1157592
• Lilley, W. Hardman, J. (2017) "You focus, I'm talking". A CHAT analysis of mobile dictionary technology use in an advanced EFL class.  African Education Review 14(1), 120-138. 
• Morris, A., Hardman, J., Jacklin, H. (2016). School Science for six ear olds: a neo-Vygotskian approach to curriculum analysis. Journal of Education 64: 1-26 (Equal authorship) . ISSN 0256-0100 http://hdl.handle.net/11427/6867
• Hardman, J. (2015). Pedagogical variation with computers in mathematics classrooms: A Cultural Historical Activity Theory analysis. PINS 48: 47-76. ISSN 2309-8708. http://dx.doi.org/10.17159/2309-8708/2015/n48a3 
• Spencer-Smith, G. & Hardman, J. (2014). The impact of computer and mathematics software usage on performance of school leavers in the Western Cape Province of South Africa: a comparative analysis. International Journal of Education and Development using ICT, 10 (1): 22-40. (Equal authorship) ISSN: 1814-0556. https://eric.ed.gov/?id=EJ1071194
• Hardman, J. (2014). Form and Function of questions across computer and face to face based lessons: A sociocultural analysis. Standard Global Journal of Educational Research. 1(2): 25- 32 ISSN, 2313-3856. 
• Hardman, J. (2014) Research Led Teacher education review. Education as Change 18(2) 389-391.  ISSN 1682-3206
• Daniels, H., Lauder, H, Lessa, A., Rubtsov, A., Margolis, A., Shevdovskaya, A., Hardman, J. (2014). The outline of relationships between economic growth, education and well being. Вопросы психологии (Voprosy Psikhologii). 6; 25-33. 
• Hardman, J. (2012). The conceptual impact of variation in semiotic mediation in schools: An activity theory perspective. International Journal of Psychology. 47: 300-301 ISSN: 1464-066X
• Hardman, J. (2010).Variation in semiotic mediation across different pedagogical contexts. Education as Change. 14(1): 91-106.  ISSN 1682-3206
• Hardman, J. (2008). Researching pedagogy: An activity theory approach. Journal of Education. 45:63-93. ISSN 0256-0100
• Hardman. J. (2007) Making sense of the meaning maker: tracking the object of activity in a mathematics classroom using Activity Theory. International Journal of Education and Development using ICT http://ijedict.dec.uwi.edu/viewissue.php ISSN 1814-0556
• Hardman. J. ( 2007) Towards a methodology for using Activity Theory to explicate the pedagogical object in a primary school mathematics classroom. Critical  Social Studies  (1): 53-69. ISSN 1904-0210. 
• Hardman, J. (2005). Activity theory as a potential framework for technology research in an unequal terrain. South African Journal of Higher Education. 19(2): 378-392 ISSN1011-3487. https://scholar.google.co.za/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=Hardman%2C+Joanne++2005&btnG=
• Hardman, J. (2005). An exploratory case study of computer use in a primary school mathematics classroom: new technology new pedagogy? Perspectives in Education 23(4): 1-13. ISSN0258-2236. 
• Hardman, J. (2005)  Activity Theory as a framework for understanding teachers’ perceptions of computer usage at a primary school level in South Africa. South African Journal of Education, 25(4): 258-265. ISSN0256-0100. 
• Ngambi, D & Hardman, J. (2004) Towards a Knowledge-Sharing Scaffolding Environment based on Student Questions. British Journal of Educational Technology 35(2): 187-196. (Equal authorship) ISSN1467-8535 https://doi.org/10.1111/j.0007-1013.2004.00380.x
• Hardman, J & Ngambi, D (2003) A Questioning environment for scaffolding learners' questioning engagement with academic text: A University Case Study. South African Journal of Higher Education 17(2); 139-146 (Equal authorship) ISSN1011-3487 https://journals.co.za/doi/10.10520/EJC36988

Edited book

• Bozalek, V., Ngambi, D., Wood, D., Herrington, J., Hardman, J.  and Amory, A. (2014) Activity theory, authentic learning, and emerging technologies: Southern perspectives in higher education. United Kingdom: Routledge. ISBN 978-1-138-77859-7.

Workbooks and academic textbooks

• Hardman, J. (2012). Child and adolescent development in South Africa: A socio-cultural perspective. Hardman, J (Ed): Cape Town: Oxford University Press. ISBN9780195999792
• Hardman, J, (2013). Instructor’s Manual: Child and adolescent development in South Africa: A socio-cultural perspective. Cape Town: Oxford University Press.
• Hardman, J. (2016). Child and adolescent development in South Africa: A socio-cultural perspective. 2nd Edition. Hardman, J. (editor): Cape Town: Oxford University Press. 
• Hardman, J. (2018). Teaching with ICTs. Hardman, J (editor). Cape Town, Oxford University Press. ISBN 9780190443689

Op-eds

• Sticks and stones and smart phones: https://mg.co.za/article/2017-12-01-00-sticks-and-stones-and-smartphones/
• Foundation phase calls for a new idea: https://mg.co.za/article/2018-04-19-00-foundation-phase-calls-for-new-idea/
• Into the online abyss: teaching with technology 
• Folly of school assessment in a pandemic: https://mg.co.za/education/2020-09-13-folly-of-school-assessment-in-a-pandemic/
• Each one teach one: Rethinking education in a pandemic: https://mg.co.za/education/2020-09-13-folly-of-school-assessment-in-a-pandemic/