Cody Dalton

Educator & Researcher

I am a doctoral student in Curriculum and Instruction at Virginia Tech, specializing in History and Social Science Education. My work asks a direct question: who decides what knowledge is worth teaching, and whose voices are left out. I study how curriculum, teacher education, and generative AI shape what students encounter as history and how they learn to judge evidence and truth claims. I am especially interested in how emerging technologies act as knowledge-producing systems and how teacher preparation can respond with clarity and disciplinary rigor.My research connects curriculum theory, historical thinking, and critical AI literacy. I examine how standards, textbooks, and algorithmic systems influence what becomes visible as knowledge in social studies classrooms. I also study how teacher education programs prepare future educators to address generative AI as an epistemic actor rather than just a tool. My goal is to support classrooms where students encounter fuller histories, evaluate claims with care, and develop the confidence to use their own voice.

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PhD Curriculum & Instruction, Virginia Tech, Expected 2028EdS Higher Education Leadership, South CollegeMBA Business Administration, South CollegeMEd Literacy, American College of EducationBS History (18+ graduate credits), Liberty UniversityGraduate Certificates
Educational Research, Virginia Tech, Expected 2027
AI Applications, Northeastern University, Expected 2026
Gifted Education, Averett University