Child Development; Collaborative Learning; Gender and technology; Learning in Informal Settings; Qualitative Methodology; Technology and identity
Ph.D. Education, UCLA
B.A. Psychology, University of California Irvine
Ching, C. C. & Foley, B. J. (Eds.) (forthcoming). Constructing the self in a digital world. To be published by Cambridge University Press.
Ching, C. C. (forthcoming). This is me: Digital photo journals and young children’s technologies of the self. In C. C. Ching & B. J. Foley (Eds.), Constructing the self in a digital world. Cambridge, UK: Cambridge University Press.
Ching, C. C. & Hursh, A. W. (in press). This site is blocked: K-12 teachers and the challenge of accessing peer-to-peer resources for education. E-learning and Digital Media.
Ching, C. C. & Kafai, Y. B. (2008) Peer pedagogy: Student collaboration and reflection in a learning through design project. Teachers College Record, 110, 2601-2632.
Ching, C. C., Wang, X. C., Shih, M., & Kedem, Y. (2006). Digital photography and journals in a K-1 classroom: Toward meaningful technology integration in early childhood education. Early Education & Development, 17, 347-371.
Ching, C. C., Basham, J., & Jang, E. (2005). The legacy of the digital divide: Gender, SES, and early exposure as predictors of full-spectrum technology use among young adults. Urban Education, 40, 394-411.
Ching, C. C., Wang, X. C., & Kedem, Y. (2005). Digital photo journals: A novel approach to addressing early childhood standards and recommendations. In S. Tettegah & R. Hunter (Eds.), Technology: Issues in administration, policy, and applications in K-12 schools, pp. 253-269. Kluwer Academic Publishers.
Ching, C. C., Levin, J. A., Parisi, J. (2004). Classroom artifacts: Merging the physicality, technology, and pedagogy of higher education. Education, Communication, & Information, 4, 221-235.
Wang, X. C. & Ching, C. C. (2003). Social construction of computer experiences in a first-grade classroom: Social processes and mediating artifacts. Early Education & Development, 14, 335-361.
Ching, C. C., Kafai, Y. B., & Marshall, S. (2002) “I always get stuck with the books:” Creating a space for girls to access classroom technology. In N. Yelland & A. Rubin (Eds.), Ghosts in the machine: Women’s voices in research with technology, pp. 167-189. New York, NY: Peter Lang Publishers.
Kafai, Y. B. & Ching, C. C. (2001) Talking science within design: Learning through design as a context for situating children’s scientific discourse. Journal of the Learning Sciences, 10, 323-363.
Ching, C. C., Kafai, Y. B., & Marshall, S. (2000). Spaces for change: Gender and technology access in collaborative software design. Journal of Science Education and Technology, 9, 67-78.
Kafai, Y. B., Franke, M. L., Ching, C. C. & Shih, J. C. (1998). Games as an interactive learning environment for fostering students’ and teachers’ mathematical inquiry. International Journal of Computers for Mathematical Learning, 3, 149-184.
Kafai, Y. B., Ching, C. C., & Marshall, S. (1997). Children as designers of educational multimedia software. Computers and Education, 29, 117-126.
Associate Professor, School of Education, UC Davis, 2007-present
Assistant Professor, College of Education, University of Illinois at Urbana-Champaign, 2001-2007
Awards and Honors
Jan Hawkins Early Career Award, 2007, AERA, Division C, Learning & Instruction
Arnold O. Beckman Award for Research, 2002, University of Illinois
Regents Dissertation Fellowship, 1999, University of California
NIMH Doctoral Research Fellowship, 1997, University of California, Los Angeles
Current Activities and Service
Editorial Board, American Educational Research Journal
Associate Editor, Journal of the Learning Sciences
Editorial Board, Early Childhood Research & Practice
Program Chair, Learning Sciences Special Interest Group, American Educational Research Association (2004-2005)
Education Committee, International Society of the Learning Sciences
Organizing Committee, International Conference on the Learning Sciences 2004
Organizing Committee, Conference on Computer Supported Collaborative Learning, 2007
Organizing Committee, Computers and Writing Conference, 2009
Courses Taught at UC Davis
ED 110: Introduction to Educational Psychology
ED 211: Sociocultural and Situated Perspectives on Learning
In January 2015, Cynthia Carter Ching, presented lessons learned about her research into the use of gaming to impact youth health at a two-day Cyberlearning Summit sponsored by the National Science Foundation (NSF).
Watch this presentation by Cynthia Carter Ching recorded on October 14, 2013 at a colloquium sponsored by Cognition & Development and SESAME programs at UC Berkeley’s Graduate School of Education.
In the presentation titled “Games, Learning, Health and Socio-Politics: Lessons Learned from Exploratory Research on Fitness Gaming with Underserved Youth,” Ching outlines findings from the first year of her NSF-funded cyberlearning grant.
Led by associate professor Cynthia Carter Ching, this one-year study, funded by the National Science Foundation as an EAGER (Early Concept Grants for Exploratory Research) project, brings together learning sciences and health researchers with professional game designers to develop a behavioral change model for physical activity-monitor gaming that is thus far unique in the existing literatures on games and learning, games for health, and health education/intervention.
As the growth of gaming has skyrocketed among nearly all segments of society, researchers in health, technology, and education have been asking whether video games can be leveraged to improve health outcomes for youth.
As any parent knows, video games are a fact of life. So, too, is the childhood obesity epidemic in America. According to UC Davis School of Education Professor Cynthia Carter Ching, it is easy to blame one for the other.
But Ching and other researchers are turning this equation on its head in a new project that uses gaming to put youth in charge of their health.
Among the oft-mentioned challenges in education is the challenge of preparing students for success in the twenty-first century workforce. Technology is just as often cited as the solution.
The hope is that the use of technology in the classroom (for example, the use of video or an interactive whiteboard) will raise student performance, particularly in math and science. But it turns out that unless the instruction itself is challenging and engaging, the use of technology won’t make any difference.
“Technology is just a tool,” according to education professor Cynthia Carter Ching. “Live streaming of a boring lecture is still boring.”
Cynthia Carter Ching, an expert on technology and education, represented the K-12 perspective at “Computers & Writing 2009: Ubiquitous and Sustainable Computing,” a conference hosted at UC Davis during the summer 2009.