Assoc Prof Joanne Hardman
Interests: Sociocultural and Activity theory; Learning and cognition; developmental psychology; mediation of scientific concepts at a foundation phase; ICT's as pedagogical tools.
Research and Publications
- 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." IJEDICT, 10 (1).
- Hardman, J., & Mpofu, E. (2013). Cultural-historical activity theory. In K. D. Keith (Ed.), The encyclopedia of cross-cultural psychology, Vol. I (pp. 338-341). Chichester, UK: Wiley.
- Hardman, J. (2012) Child and adolescent development in South Africa: A socio-cultural perspective. Hardman, J (Ed): Cape Town: Oxford University Press. Including the following chapters:
- Hardman, J. (2012) Basic Concepts in Developmental Psychology;
- Hardman, J. (2012) Theories of development;
- Soudien, C. & Hardman, J (2012). Children and violence in South Africa;
- Stroud, L, Hardman J, & Harrison, G (2012) Early Childhood development.
- Hardman, J. (2011) The developmental impact of communicative interaction . In Derek Hook, Bradley Franks and Martin Bauer (eds.) pp.25-45. Communication, Culture and Social Change: The Social Psychological Perspective. Palgrave: London
- (In press) Researching pedagogy in disadvantaged schools in South Africa: An Activity Theory approach. Critical Social Studies.
- Variation in semiotic mediation across different pedagogical contexts. Education as Change. 14(1): 91-106, 2010.
- Researching pedagogy: An activity theory approach. Journal of Education. 45:63-93, 2008
- Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory
International Journal of Education and Development using ICT, Vol. 3, no 4, 2007
- An Activity Theory approach to surfacing the pedagogical object in a primary school mathematics classroom
Critical Social Studies, • No. 1 • 2007
- An exploratory case study of computer use in a primary school mathematics classroom: New technology, new pedagogy?
Perspectives in Education, Volume 23 (4), December 2005
- Activity theory as a potential framework for technology research in an unequal terrain
South African Journal of Higher Education 19 (2) 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) 2005
- Towards a knowledge-sharing scaffolding environment based on learners’ questions
Dick Ng’ambi and Joanne Hardman British Journal of Educational Technology Vol 35 No 2 2004
- A questioning environment for scaffolding learners' questioning engagement with academic text: a university case study
J Hardman & D Ng'ambi South African Journal of Higher Education 17 (2) 2003