Jonathan CohenAssociate Professor Learning Sciences
Ph.D. in Education, University of Virginia, 2014
M.A. in Literature, University of Maryland, 2001
B.A. in English Language and Literature, University of Michigan, 1997
Jonathan Cohen (Jonathan D. Cohen) is an associate professor in the Department of Learning Sciences and an affiliate faculty member of the Curriculum and Instruction Ed.D program and the Master’s of Arts in Creative and Innovative Education program. His work explores teaching and learning in technology-supported constructionist learning environments. His research focuses both on the design, development, and implementation of constructionist curricula in formal and informal learning environments as well as on the infrastructure necessary to support the development and implementation of such curricula.
Cohen received his bachelor’s degree in English language and literature, with distinction, from the University of Michigan in 1999; his master’s degree in English from the University of Maryland in 2001; and his doctorate in education from the University of Virginia in 2014. He has previously worked in a variety of educational contexts, in roles ranging from director of the Laboratory School for Advanced Manufacturing in Charlottesville, Va., to school improvement consultant, to secondary English teacher. He currently serves as president-elect of the Society for Information Technology and Teacher Education.
Wade-Jaimes, K., Cohen, J. D., & Calandra, B. (2019). Mapping the evolution of an after-school STEM club for African American girls using activity theory. Cultural Studies of Science Education. Advance online publication. doi:10.1007/s11422-018-9886-9
Cohen, J. D., Jones, W. M., & Smith, S. (2018). Preservice and early career teachers’ preconceptions and misconceptions about making in education. Journal of Digital Learning in Teacher Education, 34(1), 31-42. doi: 10.1080/21532974.2017.1387832.
Cohen, J. D., Huprich, J., Jones, W. M., & Smith, S. (2017). Educators’ perceptions of a maker-based learning experience. International Journal of Information and Learning Technology, 34(5), 428-438. doi: 10.1108/IJILT-06-2017-0050
Cohen, J. D., Jones, W. M., Smith, S. & Calandra, B. (2017). Makification: Towards a framework for leveraging the maker movement in formal education. Journal of Educational Multimedia and Hypermedia, 26(3), 217-229.
Jones, W. M., Smith, S., & Cohen, J. D. (2017). Pre-service teachers’ beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of Research on Technology in Education, 49(3-4), 134-148. doi: 10.1080/15391523.2017.1318097
Cohen, J. D. (2017). Maker principles and technologies in teacher education: A national survey. Journal of Technology and Teacher Education, 25(1), 5-30.
Moore-Adams, B., Jones, W. M., & Cohen, J. D. (2016). Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333-348.
Externally Funded Research
Acquainting Metro Atlanta Youth with STEM (AMAYS) National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) (Co-PI).