| Tablet use in schools: A critical review of the evidence for learning outcomes B Haßler, L Major, S Hennessy Journal of Computer Assisted Learning 32 (2), 139-156, 2016 | 565 | 2016 |
| Challenges and opportunities for teacher professional development in interactive use of technology in African schools S Hennessy, B Haßler, R Hofmann Technology, pedagogy and education 24 (5), 1-28, 2015 | 96 | 2015 |
| Sustaining and scaling pedagogic innovation in Sub-Saharan Africa: Grounded insights for teacher professional development B Hassler, S Hennessy, R Hofmann Journal of learning for development 5 (1), 2018 | 67 | 2018 |
| Tablet use in schools: impact, affordances and considerations L Major, B Haßler, S Hennessy Handbook on digital learning for K-12 schools, 115-128, 2017 | 67 | 2017 |
| Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year S Hennessy, B Haßler, R Hofmann Research Papers in Education 31 (4), 399-427, 2016 | 65 | 2016 |
| School-based professional development in a developing context: Lessons learnt from a case study in Zambia B Haßler, S Hennessy, A Cross, E Chileshe, B Machiko Professional development in education 41 (5), 806-825, 2015 | 62 | 2015 |
| Bridging the bandwidth gap: Open educational resources and the digital divide B Hassler, AMNMN Jackson IEEE Transactions on Learning Technologies 3 (2), 110-115, 2010 | 45 | 2010 |
| Changing classroom practice using a schoolbased professional development approach to introducing digital resources in Zambia B Haßler, S Hennessy, B Lubasi Itupale online journal of African studies 3 (1), 17-31, 2011 | 31 | 2011 |
| Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators B Hassler, S Hennessy, S Knight, T Connolly Journal of Interactive Media in Education, 2014 | 26 | 2014 |
| The Maldives and Sri Lanka: question & answer session T Adam, T Kaye, B Haßler EdTech Hub, 2020 | 20 | 2020 |
| Characteristics of effective teacher education in low-and middle-income countries: What are they and what role can EdTech play? Z Allier-Gagneur, C McBurnie, R Chuang, B Haßler EdTech Hub, 2020 | 18 | 2020 |
| Teacher professional development in sub-Saharan Africa: Equity and scale B Haßler, G Bennett, K Damani Embedding Social Justice in Teacher Education and Development in Africa, 18-44, 2021 | 16 | 2021 |
| A five-part education response to the COVID-19 pandemic B Haßler, A Khalayleh, C McBurnie EdTech Hub, 2020 | 15 | 2020 |
| Open content B Haßler, T Mays The International Encyclopedia of Digital Communication and Society, 1-11, 2015 | 15 | 2015 |
| OER4Schools: Outcomes of a sustained professional development intervention in sub-Saharan Africa B Haßler, S Hennessy, R Hofmann Frontiers in Education 5, 146, 2020 | 12 | 2020 |
| Dynamics of galaxies with triaxial haloes A El-Zant, B Hassler arXiv preprint astro-ph/9805309, 1998 | 12 | 1998 |
| Continue or reboot? Overarching options for education responses to COVID-19 in low-and middle-income countries B Haßler Zenodo, 2020 | 11 | 2020 |
| An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). Final report to DfID. B Haßler, S Hennessy, T Lord, A Cross, M Simpson, A Jackson | 11 | 2011 |
| Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic B Haßler, A Khalayleh, C McBurnie, T Adam, Z Allier-Gagneur Open Development & Education, 2020 | 10 | 2020 |
| Are our children learning? The status of remote-learning among school-going children in Kenya during the Covid-19 crisis U Kenya (No Title), 2020 | 10 | 2020 |
Sara HennessyUniversity of Cambridge在 cam.ac.uk 的电子邮件经过验证
