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
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
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
Ching, C. C., Levin, J. A., Parisi, J. (2004). Classroom
artifacts: Merging the physicality, technology, and pedagogy of
higher education. Education, Communication, & Information, 4,
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,
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,
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,
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,
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
Regents Dissertation Fellowship, 1999, University of
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
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