Curating and Creating with Care:
History / Social Studies
Guiding questions for critiquing resources from online educational marketplaces
Catharyn C. Shelton, PhD
Assistant Professor of Educational Technology | Former K-12 Teacher
Research
Catharyn Shelton, PhD
Teachers Learning and Leading Online
Teachers turn to online sources for classroom inspiration and support, ranging from teachers' blogs, social media, and virtual marketplaces. Online teacherpreneurs are current and former P -12 teachers who share their ideas and resources in the teacher-to-teacher marketplace of ideas - spaces including TeachersPayTeachers.com, Instagram, and Pinterest, often for financial gain (Shelton & Archambault, 2018). This practice may empower teachers as leaders in their profession, rather than corporate curriculum distributors. It also presents challenges around the quality of teacher-created content, who gets to have a voice in the creation of curricula, and the platformization of teachers' work. In response, Catharyn and colleagues have called for supporting teachers' development of critical digital literacies centered on justice-oriented approaches, while also advocating that for-profit platforms operating in the education sphere be held accountable.
Humanizing Online Learning
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).
Teaching
Catharyn Shelton, PhD
University Teaching
Northern Arizona University
2020-present
- ETC 447: Technology in the Classroom (in-person)
- ETC 547: Instructional Theory and Strategies in Technology Integration (online)
California State University Stanislaus
2018-20
- EDMA 5210: Advanced Technology Integration Strategies (hybrid)
- EDMA 5220: Multimedia in Education (hybrid)
- EDMA 5230: The Tech Coordinator (online)
- EDGS 5510: Introduction to Educational Research (in-person; hybrid)
- EDGS 5620: Action Research and Mixed-Methods (in-person)
- LIBS 4170: Technology for Teachers (hybrid)
- EDIT 4170: Educational Technology Foundations (online; hybrid)
K - 12 Teaching
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.
Connect
Catharyn Shelton, PhD
Catharyn.Shelton@
nau.edu 
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Research Gate
Academia.edu
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CatharynShelton 
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CatharynShelton
