| Digital natives come of age: The reality of today’s early career teachers using mobile devices to teach mathematics J Orlando, C Attard Mathematics Education Research Journal 28, 107-121, 2016 | 187 | 2016 |
| Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice J Orlando Teachers and Teaching 20 (4), 427-439, 2014 | 139 | 2014 |
| A systematic review of adaptivity in human-robot interaction MI Ahmad, O Mubin, J Orlando Multimodal Technologies and Interaction 1 (3), 14, 2017 | 123 | 2017 |
| Understanding changes in teachers' ICT practices: a longitudinal perspective J Orlando Technology, Pedagogy and Education 18 (1), 33-44, 2009 | 106 | 2009 |
| ICT-mediated practice and constructivist practices: Is this still the best plan for teachers’ uses of ICT? J Orlando Technology, Pedagogy and Education 22 (2), 231-246, 2013 | 103 | 2013 |
| Adaptive social robot for sustaining social engagement during long-term children–robot interaction MI Ahmad, O Mubin, J Orlando International Journal of Human–Computer Interaction 33 (12), 943-962, 2017 | 100 | 2017 |
| Computer‐based Learning in a Primary School: Differences between the early and later years of primary schooling J Dwyer Asia‐Pacific Journal of Teacher Education 35 (1), 89-103, 2007 | 84 | 2007 |
| Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis J Orlando Research in learning technology 22, 2014 | 70 | 2014 |
| Understanding behaviours and roles for social and adaptive robots in education: teacher's perspective MI Ahmad, O Mubin, J Orlando Proceedings of the fourth international conference on human agent …, 2016 | 62 | 2016 |
| Robot’s adaptive emotional feedback sustains children’s social engagement and promotes their vocabulary learning: a long-term child–robot interaction study MI Ahmad, O Mubin, S Shahid, J Orlando Adaptive Behavior 27 (4), 243-266, 2019 | 60 | 2019 |
| Enabling exemplary teaching: A framework of student engagement for students from low socio-economic backgrounds with implications for technology and literacy practices J Callow, J Orlando Pedagogies: An International Journal 10 (4), 349-371, 2015 | 25 | 2015 |
| Intentional learning with technological proxies: Goal orientations and efficacy beliefs J Hanham, J Ullman, J Orlando, J McCormick Australian Journal of Education 58 (1), 36-49, 2014 | 23 | 2014 |
| Net gain? The integration of computer-based learning in six NSW government schools, 2000. D Hayes, S Schuck, G Segal, J Dwyer, C McEwen For full text: http://www. curriculumsupport. nsw. ed/learningtechnologies …, 2001 | 23 | 2001 |
| Children views' on social robot's adaptations in education MI Ahmad, O Mubin, J Orlando Proceedings of the 28th Australian Conference on Computer-Human Interaction …, 2016 | 21 | 2016 |
| A fair go in education J Orlando, W Sawyer Exemplary teachers of students in poverty, 1-13, 2013 | 21* | 2013 |
| Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge. C Attard, J Orlando Mathematics Education Research Group of Australasia, 2014 | 16 | 2014 |
| Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices J Orlando, J Hanham, J Ullman Australasian Journal of Educational Technology 34 (4), 2018 | 15 | 2018 |
| Playing and (not?) understanding the game: ECRs and university support J Orlando, M Gard International Journal for Researcher Development 5 (1), 2-15, 2014 | 14 | 2014 |
| Extending understandings of educational technology: Teachers’ critiques of educational technology as important intellectual capital for researchers J Orlando Critical perspectives on technology and education, 51-68, 2015 | 12 | 2015 |
| Educational technology: a presupposition of equality? J Orlando Asia-Pacific Journal of Teacher Education 42 (4), 347-362, 2014 | 12 | 2014 |
