Assistant Professor of Educational Technology | Former K-12 Teacher
Catharyn Shelton, PhD
Catharyn Shelton is an Assistant Professor of Educational Technology at Northern Arizona University's College of Education. Catharyn teaches undergraduate- and graduate-level courses in educational technology while researching how teachers learn and lead online. Catharyn brings a background as a P-12 classroom teacher (high school Spanish, special education, and bilingual elementary). As a fourth-generation Arizona teacher, she is passionate about supporting teachers as leaders to realize equity and justice outcomes in education.
In her research, Catharyn focuses on how teachers share and enact (or learn to, try to, or fail to share and enact) justice-oriented education approaches on platforms such as TeachersPayTeachers or Instagram. Her work has critiqued the role that for-profit online platforms play in dictating what teachers see, produce, and engage within such spaces. Catharyn's published research appears in Teachers College Record, Learning Media and Technology, Journal of Technology and Teacher Education, as well as in popular presses including Slate, Kappan, and Edutopia. Catharyn is a mom to three little firecrackers and is based in Flagstaff, Arizona.
Education and Experience
B.A. in Psychology and Spanish Literature from the University of Arizona
M.S. in Experimental Psychology from the University of Washington (focus: Cognitive Developmental Psychology)
M.Ed. in Curriculum and Instruction from Arizona State University
Ph.D. in Learning, Literacies, and Technologies from Arizona State University
Prior to joining the faculty at NAU, Catharyn served as an Assistant Professor of Educational Technology at California State University, Stanislaus. Her passions for cognitive psychology, critical digital pedagogies, and social justice drive her academic pursuits in the field of educational technology.
teacher education centering equity and justice
critical perspectives on educational technology
online learning, social media, sustainability education
How can online teacher education courses be (re)designed with a humanized and democratic approach? Recently, we applied critical, humanizing approaches to design and support online learning experiences for teachers that are humanized and culturally responsive (Shelton, Aguilera, Gleason, & Mehta, 2020). An example of my humanized approach to online learning is showcased on Feminist Pedagogies Online's Annotated Assignments, where my annotated assignment, Dissecting Current Events Through Collaborative Virtual Mind Mapping with Google Draw is shared.
Preparing Teachers to Integrate Emerging Technologies for Sustainability Literacy
How can we change teacher education courses to infuse innovative online technologies that not only connect with today's teachers but support them in using tech to explore wicked problems of sustainability with their future students? In a series of studies, we have examined preservice teachers' experiences learning from and creating digital storytelling videos in the context of an undergrad class on sustainability education (see Sustainability Science for Educators; Archambault et al., 2018; Hale et al., 2017; Shelton et al., 2017, 2016).
Catharyn Shelton, PhD
Northern Arizona University
ETC 447: Technology in the Classroom (in-person)
ETC 547: Instructional Theory and Strategies in Technology Integration (online)
Arizona State Secondary Certification in Spanish, English, and Psychology
Most of Catharyn's K-12 classroom teaching was spent in the high school Spanish classroom, working with linguistically and culturally diverse students at a large urban public school. During that time, she was named the Arizona Language Association's Early Career Educator of the Year and was awarded a $10,000 Century Link grant for classroom iPads for her project-based learning proposal. She also brings K-12 experience as a bilingual elementary teacher, professional development coordinator, mentor of student teachers, and special education paraprofessional.
Catharyn Shelton, PhD
If you need access to any of the publications below, please email me and I'd be happy to share: email@example.com.
Shelton, C., Schroeder, S., Curcio, R. (forthcoming). The Teacher-to-Teacher Online Marketplace of Ideas (TOMI): A Future of Curriculum? In R. Hartshorne, Handbook of Social Media in Education, Consumer Behavior, and Politics.
Harati, H., Shelton, C., Sujo-Montes, L., Tu, C., & Armfield, S. (2022). Illuminating the marginalization of international students in the United States and ways forward: A collaborative autoethnography. In Huffman, S., Cunningham, D., Shavers, M., & Adamson, R. (2022). Opening Pathways for Marginalized Individuals in Higher Education. IGI Global. https://doi.org/10.4018/978-1-6684-3819-0, pp 192-209.