Faculty ProfileEMPHASIS AREA: LMS. Child Development; Collaborative Learning; Gender and technology; Learning in Informal Settings; Qualitative Methodology; Technology and identity
Cynthia Carter Ching Associate Dean for Academic Programs and Instruction, Professor
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 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,
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, 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,
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
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
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
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
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.