Digital technologies are part of children’s everyday life and increasingly feature within academics’ research practice. The omnipresence of new technologies such as smartphones, tablet computers and digital cameras has altered how children engage with their physical and social surroundings and how researchers capture and give voice to children’s contemporary lived experiences. This selection of papers explores how digital technologies are transforming the research process and the theorisation of contemporary childhoods. The authors cover a range of perspectives and embrace diverse theoretical stances, but all have digitally mediated and embodied practices detailing children’s mundane space and place experiences at their heart. How technologies have changed children’s everyday lives and also modified researchers’ practices have tended to be presented as two separate strands of scholarly discussion, not only within Geography but across the social sciences. The emphasis placed on one strand or other varies between disciplines. In educational research, like Geography, both debates are active, with the impact of technology in the acquisition of literacy and other skills developing alongside philosophical discussions on how technology influences the questions asked and modes of inquiry (Biesta 2016; Loveless and Williamson 2013; Selwyn 2011). In Social Studies of Childhood/Youth Studies, theorising on identity and identity formation, and on-and offline identities has received considerable research attention whereas an examination of digital methods is less pronounced; virtual worlds are often the backdrop for theoretical reflections rather than the starting point (Bond 2014; Côté 2014; Wyn and Cahill 2015). Similarly, the emphasis in health studies lies in understanding the risks of digitalised childhoods or how new media can be utilised for better interventions (Landhuis, Perry, and Hancox 2012; Strasburger, Jordan, and Donnerstein 2012; Tate et al. 2013). Where the strands come together, for example, in studies investigating the use of gaming technologies to encourage children’s physical activity, the emphasis tends to be less on technology use in children’s everyday lives but rather on the potential to intervene and modify their daily routines (Barnett et al. 2013). In this commentary, we contend that there is a need to bring the theoretical and methodological strands closer together, exploring the use of such technologies to understand children’s everyday worlds theoretically and practically. Such an endeavour will force us to ask different research questions, to reflect on ethical and moral stances in a more nuanced light, to employ both on-and offline methods in more creative ways and to push the boundaries of theorising children’s