Dr. Kamini Jaipal-Jamani

Professor (PhD), Department of Educational Studies

Not available for graduate advisement.

Dr. Kamini Jaipal-Jamani, Faculty of Education, Brock University

St. Catharines, ON
Office: WH 269
905 688 5550 x4739

Kamini Jaipal-Jamani is a faculty member in Science Education. She obtained her MEd at Western University and her PhD at UBC. Her research and writing focuses on science teaching and learning, technology integration, and teacher professional development. She has conducted research on relationships between language and science, implementation of video games and blogs in K-12 science instruction, gamification and the development of TPACK knowledge in teacher education. Her current program of research involves an examination of the use of robotics to promote science learning and computational thinking in K-12 and teacher education contexts. She is currently on the journal editorial board for Athens Journal of Education and Brock Education Journal and is a Lead Editor for the international journal, Cultural Studies in Science Education.

Papers presented at the Society for Information Technology and Teacher Education (SITE) conference have received outstanding paper (2015) and best paper (2014 and 2011) awards. She was also the recipient of the Faculty Award for Excellence in Teaching at Brock in 2017.

Teacher Education Program

  • EDBE 8P27/EDUC 8Y27: Junior/Intermediate Science Methods
  • EDBE 8P37/EDUC 8Y37: Primary/Junior Science Methods
  • EDBE 8Y43: Teaching, Research & Education Inquiry.
  • EDUC 8D09: Principles/Practices for Professional Certification

Graduate Programs

  • EDUC 5P92: Introduction to Educational Research
  • EDUC 7D80: Comprehensive Portfolio (PhD)
  • EDUC 5K95: Thesis in Educational Studies (MEd)
  • EDUC 5D91: Major Research Paper in Educational Studies MRP (MEd)
  • Curriculum and instruction in Science Education, STEM
  • Teaching and learning with technology, TPACK
  • Language aspects and science learning
  • Research Methodologies: qualitative, survey & mixed methods, discourse analysis, action research
  • Teaching and learning in science
  • Semiotics perspectives in science discourse
  • Technology integration in science education
  • TPACK in teacher education
  • Teacher professional development through action research

Books/Chapters in Edited Books 

Angeli, C., & Jaipal-Jamani, K. (in press). Teaching computational thinking in preservice teacher education with scaffolded programming scripts in educational robotics activities. In L. Leping & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2017.

Jaipal-Jamani, K., & Angeli, C. (in press). Developing teacher self-efficacy to teach science and computational thinking with educational robotics using scaffolded programming scripts. In C.B. Hodges (Ed.), Self-efficacy in Instructional Technology Contexts. New York: Springer

Jaipal-Jamani, K., & Figg, C. (2018). Application of gamification to blended learning in higher education. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, 4th edition, (pp. 3238-3247).  Hershey, PA: IGI Global.

Figg, C. & Jaipal-Jamani, K. (2016). Investigating the development of TPACK knowledge through gamification. In T. J. Bastiaens & G. H. Marks (Eds.), Education and Information Technology Annual 2016: A Selection of Association for Advancement of Computing in Education (AACE) Award Papers, (pp. 125-133). Waynesboro, NC: AACE‐Association for the Advancement of Computing in Education (ISBN # 978‐1‐939797‐22‐3). SITE proceedings award paper

Jaipal-Jamani, K., & Figg, C. (2015). TPACK knowledge supporting design of effective technology-enhanced science instruction for digital learners. In M. S. Khine (Ed.), New Directions in Technological and Pedagogical Content Knowledge Research: Multiple Perspectives. (pp.3-36). Charlotte, North Carolina: Information Age Publishing.

Figg, C., & Jaipal-Jamani, K. (2015). Using gamification strategies to engage teacher candidates as they develop TPACK knowledge. M. Niess & H. Willows-Giles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp.663-690). Hershey, PA: IGI Global Publications.

Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-Practice: Designing content-centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing and Assessing TPCK (pp. 137-163). New York: Springer.

Jaipal-Jamani, K. (2014). Discourse Analysis: A Transdisciplinary Approach to Interpreting Text Data. In SAGE Research Methods Cases, (pp 1-17). London, United Kingdom: SAGE Publications, Ltd. doi: http://dx.doi.org/10.4135/978144627305014526824

Figg, C., & Jaipal-Jamani, K. (2013). Reflecting on the Nature of the Research Question for practicing Collaborative Action Research. In J. Bennett et al. (Eds.), Collaborative Action Research: Empowering Teachers as Researchers, (pp. 53-64). Toronto: Elementary Teachers Federation of Ontario.

Jaipal Jamani, K. (2011). A Semiotics Discourse Analysis Framework: Understanding Meaning Making in Science Education Contexts. In Steven C. Hamel (Ed.): Semiotics Theory and Applications, pp. 191-208. New York: Nova Science Publications. Download

Jaipal, K., & Figg, C. (2010). Expanding the practice-based taxonomy of characteristics of TPACK. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3868-3875). Chesapeake, VA: Association for Advancement of Computing in Education. Available online at http://www.editlib.org

Articles in Peer Reviewed Journals 

Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice Teachers’ Self-Efficacy, Science Learning, and Computational Thinking. Journal of Science Education and Technology, 26(2), 175-192.

Jaipal-Jamani, K., Figg, C., Gallagher, T., Scott, R. M., & Ciampa, K. (2015). Collaborative professional development in higher education: Developing knowledge of technology enhanced teaching. The Journal of Effective Teaching, 15(2), 30-44. http://www.uncw.edu/jet/articles/Vol15_2/Figg.pdf

Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2), 161-200. http://www.citejournal.org/volume-15/issue-2-15/science/a-case-study-of-a-tpack-based-approach-to-teacher-professional-developmentteaching-science-with-blogs/

Jaipal-Jamani, K. (2014). Assessing the validity of discourse analysis: transdisciplinary convergence. Cultural Studies of Science Education, 1-7.

Figg, C. & Jaipal, K. (2011). Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers. Australasian Journal of Educational Technology, 27(7), 1227-1246.

Jaipal, K. & Figg, C. (2011) Collaborative action research approaches promoting professional development for elementary school teachers. Educational Action Research, 19(1), 59–72.

Jaipal, K. (2010). Meaning making through multiple semiotic modalities in a biology classroom: A semiotics discourse analysis. Science Education, 94 (1), 48-72. Also published online at Wiley InterScience in 2009.

Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441.

Jaipal, K. (2009). Re-envisioning mentorship: Pre-service teachers and associate teachers as co-Learners. Teaching Education, 20 (3), 257 – 276.

Jaipal, K., & Figg, C. (2009). Using video games in science instruction: Pedagogical, social, and concept-related aspects. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 117-134.

Research Reports

Sinay, E., Jaipal-Jamani, K., Nahornick, A., & Douglin, M. (2016). STEM teaching and learning in the Toronto District School Board: Towards a strong theoretical foundation and scaling up from initial implementation of the K-12 STEM strategy. Research Series I. (Research Report No. 15/16-16) 200pp. Toronto, Ontario, Canada: Toronto District School Board.

Jaipal-Jamani, K., & Figg, C. (October 2015). Transforming Learning Everywhere: Findings from key informant interviews, 20 pp. Data analysis report prepared for E-Best Research, Hamilton Wentworth District School Board.

Mgombelo, J., & Jaipal, K. (2010). Mathematics professional learning through collaborative action research: Three case studies. 49 pp. Prepared for the Elementary Teachers Federation of Ontario.