|Peer reviewed journal articles
- Hardman, J. (in press). Towards a pedagogical model for teaching through rather than merely with technology: A cultural historical approach. South African Journal of Higher Education.
- 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
|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