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Chien-Tzu (Candace) Chou

Professor

Educational Leadership

  • Research Interests
  • Instructional strategies of online learning, pedagogy of emerging technologies, mobile learning, virtual reality and digital equity

Dr. C. Candace Chou is a professor of Learning Technology. She was a Senior Fulbright Scholar (2015-16), conducting research on digital equity in education in Taiwan. She teaches courses on the topics of digital storytelling, use of technology for instruction and principles of educational research. Her main research interests include instructional strategies of online learning, pedagogy of emerging technologies, mobile learning, virtual reality and digital equity. Dr. Chou provides consultation and workshops on technology integration for K-12 schools, higher education institutes and learning professionals in organizations. She has been designing and implementing online and blended learning for two decades.

Courses Taught:

  • CIED500 Principles of Educational Research
  • CIED551/EDUC431 Learning Design with Technology
  • Wharton-Beck, A., Chou, C. C., Gilbert, C., Johnson, B., & Beck, M. A. (2024). K-12 school leadership perspectives from the COVID-19 pandemic. Policy Futures in Education, 22(1), 21-42. https://doi.org/10.1177/14782103221135620
  • Medwetz, L., Chou, C. C., & Brusnahan, L. S. (2021). Accepting Uncertainty: The Work of Special Educators in a Pandemic, Journal of Higher Education Theory and Practice, 21(9), 82-90. https://doi.org/10.33423/jhetp.v21i9.4591
  • Chou, C. C., Chuang, H. H., & Wharton-Beck, A. (2019). Fostering the development of social capital to enrich student experiences through after-school digital tutoring programs. Journal of Educational Technology Development and Exchange, 12(1), 1-16.
  • Chou, C.C. & Block, L. (2019). The mis-matched expectations of iPad integration between teachers and students in secondary schools. Journal of Educational Computing Research, 57(5), 1281-1302
  • Chou, C.C. & Block, L. (2018). Student Expectations and Patterns of Instructional Activities with iPad-Cart Integration in Multi-School Secondary Classrooms. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1326-1334). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). (Received Outstanding Paper Award)
  • Chou, C. C., & He, S. J. (2017). The effectiveness of digital badges on student online contribution. Journal of Educational Computing Research, 54(8), 1092-1116. doi:10.1177/0735633116649374
  • Brendel, W., & Chou, C. C. (2016). Transforming organizational changes through collaborative digital storytelling. Journal of Educational Technology Development and Exchange, 9(1), 13-27. DOI: 10.18785/jetde.0901.02.
  • Lin, C. S., Ma, J. T., Kuo, K. Y., & Chou, C. C. (2015). Examining the efficacy of project-based learning on cultivating the 21st century skills on high school students in a global context. Journal on School Educational Technology, 11(1), 1-9.
  • Chou, C. C., Block, L., & Jesness, R. (2014). Strategies and challenges in iPad initiative: Lessons learned from year two. IADIS International Journal on WWW/Internet 12(2), 85-101
  • Chou, C. C. & Hart, R. K. (2013). A case study of designing experiential learning activities in virtual worlds. In E. McKay (Ed.) ePedagogy in Online Learning: New Developments in Web-Mediated Human Computer Interaction (pp. 228-242). Hershey, PA: Information Science Reference/IGI Global.
  • Chou, C. C., Block, L., & Jesness, R. (2012). A Case Study of Mobile Learning Pilot Project in K-12 Schools, Journal of Educational Technology Development and Exchange 5(2). 11-26.
  • Chou, C.C. (2012). Creating a Performance-Based Faculty Development Process for Online Teaching. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2258-2263). Chesapeake, VA: AACE.
  • Chou, C. C., & Hart, R. K. (2012). Chapter 30: The pedagogical considerations in the design of virtual worlds for organization learning. In H. Yang & S. Yuen (Eds.), Handbook of research on practices and outcomes in virtual worlds and environment (pp. 561-569). Hershey, PA: Information Science Reference/IGI Global.
  • 2017-20, Chair, Vice Chair, and Program Chair, Technology as an Agent of Change for Teaching and Learning (TACTL) SIG, American Education Research Association (AERA)
  • 2019, UST STELAR Course Development Grant on Competency-Based Education
  • 2018, UST Center for the Common Good Community Engagement Research Grant
  • 2018, UST Faculty Development Center Research Grant
  • 2017, UST STELAR Research Grant on Virtual Reality
  • 2015-2016, Fulbright Senior Scholarship
  • 2013-14, Research Grant on a book project from UST Faculty Development Center
  • 2012-13, BReaD fund from College of Education, Leadership, and Counseling on iPad study and Minnesota 1:1 Learning Summit hosting
  • 2011, Teaching Enhancement Grant from the University of St. Thomas Faculty Development Center
  • 2006, Society of International Chinese in Educational Technology (SICET) Fellowship
  • 2004-2005, “Minnesota Educators and Leaders Technology Initiative (MELTI),” a subcontract to the University of St. Thomas from the Enhancing Education Through Technology (E2T2) grant from the Minnesota Department of Education. This grant provided free professional training opportunity for fifty five K-12 educators to attend the Learning Technology Certificate Program at the University of St. Thomas ($195,251)