• BEd: Science and Technology
• PGCE: Mathematics,  science and technology teaching

• Birth to four Teacher Education

• Curriculum design and development

• Ebrahim, H., Hannaway, D., Phala, T., & Modise, M. 2022. Transforming early childhood pedagogy in South Africa.  In Critical issues in Professional Development: Situated Knowledge from South Africa edited by Ebrahim, H. B. & Chikoko, V. Unisa Press
• Ebrahim, H., Waniganayake, M., Hannaway, D. & Modise, M. 2022. Changing perspectives: Being and becoming thinking teachers. In Curriculum, Pedagogy and Assessment: A Handbook on Early Childhood Education in South Africa edited by Ebrahim, H.B., Waniganayake, M., Hannaway, D. and Modise, M. Pearson (ISBN 9781485705932)
• Hannaway, D. Understanding children’s play as a pedagogy. 2022. In Curriculum, Pedagogy and Assessment: A Handbook on Early Childhood Education in South Africa edited by Ebrahim, H.B., Waniganayake, M., Hannaway, D. and Modise, M. Pearson (ISBN 9781485705932)
• Hannaway, D. Curriculum types in early childhood education. 2022. In Curriculum, Pedagogy and Assessment: A Handbook on Early Childhood Education in South Africa. edited by Ebrahim, H.B., Waniganayake, M., Hannaway, D. and Modise, M. Pearson (ISBN 9781485705932)

• Hannaway, D. 2022. Transformed teachers transform education: Insights shared by early childhood lecturers. Cogent Education, 9 (1) http://dx.doi.org/10.1080/2331186X.2022.2118951
• Hannaway, D., Du Preez, H. 2022. Ethnocentric Shapeshifting: Seeking Traces of Culturally Responsive Teaching and Caring amongst Early Childhood Education Lecturers, Africa Education Review, https://doi.org/10.1080/18146627.2022.2109050
• Van der Westhuizen, L.M. & Hannaway, D.M., 2021. Digital play for language development in the early grades. South African Journal of Childhood Education 11(1), a925. https://doi.org/10.4102/sajce.v11i1.925
• Hannaway, D., 2019, Mind the gaps: Professional perspectives of technology-based teaching and learning in the Foundation Phase, South African Journal of Childhood Education 9(1), a674. https://doi.org/10.4102/sajce.v9i1.674   
• Du Preez, H., Hannaway, D., Joubert, I. and Masola, F. 2019. Reaching out with rugby role models to inspire literacy in young children: Informing hybrid pedagogy. TETFLE. 1(1) https://doi.org/10.35293/tetfle.v1i1.63
• Hannaway, D.M., Govender, P., Marais, P and Meier, C. 2018. Growing early childhood education teachers in rural areas. Africa Education Review. 16:3, 36-53 https://doi.org/10.1080/18146627.2018.1445974  
• Hannaway, D.M and Steyn, M.G. 2017. Teachers’ experiences of Technology-based Teaching and Learning in the Foundation Phase. Early Child Development and Care ISSN: 0300-4430 (Print) 1476-8275 (Online). 11: 1745-1759 https://doi.org/10.1080/03004430.2016.1186669
• Hannaway, D.M. 2016. Learners’ profiles when experiencing technology-based learning in the Foundation Phase. South Africa International Conference on Educational Technologies (24 April 2016) (Peer-reviewed conference proceedings)
• Hannaway,D.M., Steyn,M.G. & Hartell. C.G. 2014. The influence of ecosystemic factors on Black student teachers’ perceptions and experiences of Early Childhood. South African Journal of Higher Education. 28(2): 386 – 410. https://doi.org/10.20853/28-2-339

• Adults’ professional activity for digital learning in the early years, 31st European Early Childhood Research Association. 31 August – 02 September 2023
• Closing the Digital Divide: Enhancing Early Childhood Capabilities in South Africa. ODEL in the Global South, 15-17 August 2023
• Reforming Curriculum, Pedagogy and Assessment in Early Childhood Education: A scholarly Text Response SARAECE 4th National ECD Conference. 14 July 2021
• Play as a (digital) pedagogy. Key note address at Centurion Academy ECE seminar. 10 October 2020
• Teacher educators making sense of transforming early childhood. 7th International Leadership Research Forum in Early Childhood. 25-27 September 2019
• Transforming early childhood teacher education: polyphony of voices. 29th European Early Childhood Research Association. 20-23 August 2019
• The Development of Critically Reflective Early Childhood Student Teachers in an ODeL Environment. 8th Teacher Education and Interdisciplinary Research Conference. 9-12 October 2018
• First steps in the preparation of critically reflective early childhood teachers through OERs. Open Learning Conference DEASA NADEOSA. 5-7 September 2018
• Beyond screen time in the early years. Catholic schools seminar. 3 August 2018
• Results speak for themselves: Technology-based teaching and learning in the early years. South African Research Association for Early Childhood Education Regional Seminar. 27 October 2017
• Teachers and learners’ experiences of technology-based teaching and learning. 27th European Early Childhood Research Association. 28 August – 1 September 2017
• Learners profiles when experiencing technology-based learning in the Foundation Phase. South African International Conference on Educational Technologies “Empowering the 21st century learner” 24-26 April 2016

• Secretary and member of the South African Research Association (SARAECE)
• Special interest group (SiG) member for Birth to three and Digital Childhood (EECERA)
• Member of Programme in Inclusive Early Childhood Care and Education (PIECCE) Community of Practice
• Member in Talent management Research Community of Practice for Research
• Member in the TICZA Community of Practice

• Collaborative partnership and intervention project: ACSA-UNISA: Nurturing ECCE practitioners 2019.
• Inter-institutional collaboration with Unisa, SAIDE, CSD, Bridge, WSU, UFH, NWU, CPUT, UP,Wits, UKZN, Ntataise, False bay TVET in the Programme in Inclusive Early Childhood and Care (PIECCE) ending in 2020
• Inter-institutional project Transformative Pedagogy Research project ending in 2018
• Inter-institutional and transdisciplinary collaboration on the e-resource project: Finding diamonds in a coal mine: e-resources for mobile learning with Tech4Red and University of Pretoria ending 2015.
• Inter-institutional collaboration with TUT, CUT, UKZN in the EU Strengthening Foundation Phase research project ending in 2014

Seconded to PQM Manager: College of Education