My work covers research methods, technology and more general issues of education.   Early versions of the papers are available via Warwick WRAP  and some via Research Gate. Some of the more interesting contributions are:

Academic Papers

Hammond, M. (2020) What is an ecological approach and how can it assist in understanding ICT take‐up?, British Journal of Educational Technology, 51 (3), 853-866. [Online]

Costa, C., Hammond, M. and Younie, S. (2019) Theorising technology in education: an introduction, Technology, Pedagogy and Education, 28 (4), 395-399.

Hammond, M., & Charalampidi, M. (2019) Should Britain Leave the EU? An exploration of online argument through a Toulmin perspective. Italian Journal of Educational Technology [online]

Hammond, M. (2018) ‘An interesting paper but not sufficiently theoretical’: What does theorising in social research look like? Methodological Innovations May-August 2018: 1–10. [online]

Hamisah, M. M., & Hammond, M. (2018). MOOCs: a differentiation by pedagogy, content and assessment. International Journal of Information and Learning Technology, 35(1), 2-11.

Charalampidi, M., Hammond, M., Hadjipavlou, N. and Lophitis, N. (2017) A content and language integrated learning (CLIL) project : opportunities and challenges in the context of heritage language education. The European Conference on Language Learning 2017, Brighton, UK.

Hammond, M. (2017) What is an online community? A new definition based around commitment, connection, reciprocity, interaction, agency, and consequences. International Journal of Web-Based Communities 13, 1, 118- 136. [online access]

Hammond, M. (2017) Online collaboration and cooperation: The recurring importance of evidence, rationale and viability, Education and Information Technology, 13: 1, 118- 136. [The published version of the article can be openly accessed  here]

Hammond, M. (2016) How ideas of transformative learning can inform academic blogging, International Journal of Transformative Research,  3(1): 33-40. [online]

Hammond, M. (2015) A Habermasian perspective on joint meaning making online: what does it offer and what are the difficulties?, Journal of Computer-Supported Collaborative Learning, 10, 3,  pp 223-237 – publisher access here

Hammond, M. (in press) Theorising the take up of ICT: Can Valsiner’s three zones framework make a contribution? Technology, Pedagogy and Education, 26, 2, 139-155. publisher access here

Hammond, M. (2014) Introducing ICT in schools in England: Rationale and consequences, British Journal of Educational Technology, 45, 2, 191–201 publisher access here

Hammond, M. (2013) The contribution of pragmatism to understanding educational action research: value and consequences, Educational Action Research, 21, 4, 603-618. publisher access here

Hammond, M. (2011) Beliefs and ICT: what can we learn from experienced educators?, Technology, Pedagogy and Education, 20, 3, 289 – 300. publisher access here

Hammond, M. and Wu, W-L. (2011) Challenges of university adjustment in the UK: a study of East Asian masters degree students, Journal of Further and Higher Education, 35, 3, 423 – 438. publisher access here

Hammond, M., Reynolds, L. and Ingram, J. (2011) How and why do student teachers use ICT?, Journal of Computer Assisted Learning, 27, 3, 191 – 203. Publisher access here

Hammond, M. (2010) What is an affordance and can it help us understand the use of ICT in education?, Education and Information Technologies, 15, 3, 205-217. Publisher access here.

Wu, W-L, Hammond, M. and Barnes, A. (2009) Strategies for learning English in a cross-cultural learning environment: East Asian students in one UK University, Journal of English as an International Language, 4, 7, [online]

Hammond, M. et al. (2009) What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching?, Teacher Development, 13, 2, 93 – 106. Publisher access here

Hammond, M. et al. (2009) Why do some student teachers make very good use of ICT? An exploratory case study, Technology, Pedagogy and Education, 18, 1, 59 – 73. Publisher access here.

Santos, I. and Hammond, M. (2007) Learning community or community-minded learning group? A case study of an online course, Journal of Internet Commerce, 6, 2, 51 – 72. Publisher access here

Cartwright, V. and Hammond, M. (2007) ‘Fitting it in’: A study exploring ICT use in a UK primary school, Australasian Journal of Educational Technology, 3, 390 – 407. Publisher access here.

Hammond, M. and Fragkouli, E. (2007) Issues in developing programmes to support teachers of philology in using information and communications technologies in Greek schools: a case study, Journal of In-service Education, 33, 4, 463 477. Publisher access here.

Hammond, M. and Rogers, P. (2007) An investigation of children’s conceptualisation of computers and how they work, Education and Information Technologies, 12, 3, 3 – 15. Publisher access here.

Hammond, M. (2006) The participants’ experience of taking a post-degree qualification: the importance of relevance, Technology, Pedagogy and Education, 15, 1, 125 – 137. Publisher access here.

Hammond, M. (2005) A review of recent papers on using on-line discussion within teaching and learning in higher education, Journal of Asynchronous Learning Networks, 9, 3 and published online.

Hammond, M. and Wiriyapinit, M. (2005) Learning through online discussion: A case of triangulation in research, Australasian Journal of Educational Technology, 21, 3, 283 302. [Online]

Hammond M. (2004) The peculiarities of teaching ICT as a subject: a study of trainee and new ICT teachers in secondary schools, Technology, Pedagogy and Education, 13,1, 29 – 42. Publisher access here

Hammond, M. and Cartwright, V. (2003) ‘Three up’: a case study exploring new ICT teachers’ professional development in their third year of teaching, Teacher Development, 7, 2, 211 – 228.

Hammond, M. (2002) Why teach?, a case study investigating the decision to train to teach ICT, Journal of Education for Teaching, 28, 2, 135 – 148.

Hammond, M. (2002) ‘Two up’: a case study exploring new ICT teachers’ professional development in their second year of teaching, Teacher Development, 6, 2, 225 -243.

Hammond, M. (2001) ‘One up’: a case study exploring new ICT teachers’ satisfaction and development in their first year of teaching, Teacher Development, 5, 3, 339 – 356.

Hammond, M. and Mumtaz, S. (2001) How trainee teachers of IT approach teaching their subject, Journal of Computer Assisted Learning, 17, 2, 166 -176.

Hammond, M. (2000) Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach, Computers & Education, 35, 251 – 262.


Hammond, M. (2023) Writing a Postgraduate Thesis or Dissertation, Routledge, London.

Hammond, M. (Ed.) (2022) Supporting Remote Teaching and Learning in Developing Countries: From the global to the local, Nepal: British Council. [Online]

Hammond, M. (with J. Wellington) (2020) Key Concepts in Social Science Research, 2nd Edition, Routledge, London.

Hammond, M. (with J. Wellington) (2019) Education Research: The Basics, Routledge, London.

Hammond, M. and Wellington, J. (2013) Key Concepts in Social Science Research, Routledge, London.

Hammond, M., Younie, S, Woollard, J., Cartwright. and Benzie, D. (2009) What does our Past Involvement with Computers in Education tell us?, ITTE, Coventry.

Kennewell, S, Hammond, M. et al. (Eds) (2007) A Practical Guide to Teaching ICT in the Secondary School, Routledge, London.

Hammond, M. (2005 ) Next Steps in Teaching, Routledge, London.

Collins, J., Hammond, M. and Wellington, J. (1997) Teaching and Learning with Multi Media, Routledge, London.

Carrotte, P. and Hammond, M. (Eds) (1995) Learning in Difficult Times: Issues for Teaching in Higher Education, Sheffield: CVCP.

Chapters in books (inc. conference proceedings)

Hammond, M. and Younie, S. (2018) Learning with digital tools in I.Abbott et al (Eds)  Preparing to Teach In Secondary Schools: A Student Teacher’s Guide to Professional Issues in Secondary Education Fourth edition. London: McGraw Hill Education.

Mohamed, M. and Hammond, M. (2017) How MOOCS are organised: A fine grained Approach, Conference Proceedings 3rd International Conference on Education ICOED 2017 7 – 9 November 2017 | Melaka, Malaysia.

Charalampidi, M., Hammond, M.,  Hadjipavlou, N., Lophitis, N.(2017) A content and language integrated learning (CLIL) project: Opportunities and challenges in the context of heritage language education.The European Conference on Language Learning (2017) Official Conference Proceedings Jun 29, 2017 – Jul 2, 2017.

Charalampidi, M. and Hammond, M. (2017) What makes a good argument?: Analysing texts in an online learning network, British Association of Applied Linguistics Cnference (BAAL) 31 August – 2 September 2017 Leeds University UK.

Charalampidi, M. and Hammond, M. (2016) How do we know what is happening online?: a triangulated approach to data analysis. In: 10th International Conference on e-Learning, Madeira, Portugal, 1-3 Jul 2016. Published in: Proceedings of the 10th International Conference on e-Learning. [best paper award]

Hanif, H. and Hammond, M. (2016) Why and how do members provide help for others within Online Communities? Networked Learning 2016, University of Lancaster, Lancaster 9-11 May, 2016.[online]

Hammond, M. (2016) In praise of community: the case for consensus seeking within online networks, Networked Learning 2016, University of Lancaster, Lancaster 9-11 May, 2016. [online]

Hammond, M. (2014) My work among the keyboards: Remembering the early use of computers in the classroom in (Eds) A. Tatnall Reflections on the History of Computers in Education. Berlin: IFIP Springer.

Charalampidi, M., Hammond, M. and Boddison, A. (2014) Exploring the use of an international online network for “gifted” students – a research in progress in Edulearn 14 6th International Conference on Education and New Learning Technologies Barcelona, Spain. 7-9 July, 2014. [online]

Hammond, M. (2013) Researching teachers’ take up of ICT: past perspectives and present day challenges in World Computers in Education Conference, University of Torun, IFIP.

Hammond, M. (2012) Using ICT in Teaching in (Eds.) V. Brooks, I. Abbott and L. Bills) Preparing to Teach in the Secondary School, Open University Press, London.

Hammond, M. (2011) How has new technology been used to support teaching and learning? in (Eds) J. Arthur and A. Peterson, Routledge Companion to Education, Routledge, London.

Hammond, M. and Hu, J. (2011) The design of learning materials within small scale projects: what is the value of an action research approach? in (Eds) A. Olofsson and O. Lindberg, Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, IGI Global: PA, USA.

Santos, I., Hammond, M., Durli, Z. and Chou, S-Y. (2009) Is there a role for social networking sites in education?’ in (Eds) A. Tatnall, A. Jones, Education and Technology for a Better World, Springer Boston, 321 330.

Hammond, M. (2006) Blogging within formal and informal learning contexts: where are the opportunities and constraints? in (Eds) S. Banks et al, Networked Learning Conference 2006, University of Lancaster, Lancaster.

Hammond, M. (2002) Developing the use of ICT in teaching and learning: the importance of considering both pedagogy and technology in II Congreso Europeo de Tecnología de la Información en la Educación: una visión critica, published online at


Hammond, M. (2010) What the Literature Says about Continuing Professional Development and the Use of Learning Platforms in Schools and in Initial Teacher Education, Becta, Coventry.

Hammond, M., Pope, M., Reynolds, L., Ingram, J. (2009) Engagement and ICT, Becta, Coventry.

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