Mitsuko Matsumoto

• DPhil in Educational Studies
• Professor (Associate) at Universidad Internacional de La Rioja (UNIR)

El análisis de la literatura muestra que la formación continua del profesorado se desarrolla desde un discurso dominante que privilegia la agencia de los/as productores/as de conocimiento (investigadores/as) frente a los/as consumidores/as (profesorado). Tomando como referencia la importancia del desarrollo profesional del profesorado en torno al u...

Since 2020, research has continued to grow on children’s digital practices during the COVID-19 lockdown, but the child’s perspective has commonly been ignored. This article aims to depict how the COVID-19 lockdown altered family dynamics regarding the use of technology, focusing on screen media. In particular, it illustrates how parents and childre...

Abstract The digitalization of culture and creative industries has presented both challenges and opportunities. To effectively engage audiences and ensure their constant interest, these industries must continually adapt their circulation strategies. The objectives of this study are threefold: 1) analyze the strategies employed by the Marvel Cinemat...

Today, TikTok is among the most widely used platforms globally. TikTok's utilization of AI is closely linked to its success. This idea is present in its users almost intuitively, but TikTok is opaque in describing how it is managed. In this paper, we look closely at what TikTok tells us about how the platform employs AI functionalities. We consulte...

The chapter explores the meaning and the representation of schooling for the youths and adolescents in Makeni City in Sierra Leone. Through the uses of multiple methods, mainly interviews and drawings, different meanings were captured in the study. On one hand, through the interviews, the youth and adolescents described formal schooling as the ‘key...

This chapter presents the methodological lessons learned from an international, qualitative study, which explored the experiences with digital technologies of children under eight years of age and their families. The challenge was to investigate the digital engagement of young children in the home context cross-nationally, within a qualitative pers...

En este artículo introducimos el constructo de ensamblaje doméstico como herramienta conceptual para comprender las prácticas digitales de la primera infancia en el hogar. Nuestra propuesta se nutre de una perspectiva ecológica del desarrollo humano y de los estudios de la ciudad desde la Teoría del Actor-Red. Discutimos el recorrido conceptual de...

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rcye20 Families at social risk and access to 0-3 Early Childhood Education and Care in Spain: a model to understand diverse conditions in the current system (Familias en situación de riesgo social y acceso a la educación preescolar de 0 a 3 años en España: Un modelo para compr...

INTRODUCCIÓN. Está constatado a nivel internacional y en España que la infancia de entornos familiares “vulnerables” participa menos en una educación y atención a la primera infancia (EAPI) de calidad. El objetivo del artículo es examinar las barreras a las que se enfrentan las familias en riesgo social o en situación de pobreza para la matriculaci...

This is an English translation of the article published in Spanish in Cuadernos del Institute Ikeda based at Universidad de Alcalá in Spain (original article available at https://institutoikeda.ediciones-civilizacionglobal.com/article/la-actitud-del-maestro/). The past decade has witnessed dramatic developments, especially in the Anglophone scholar...

This chapter seeks to gain an understanding of how parents accompany their very young children aged under three into ‘digital society’ by examining their mediating practices and ideologies regarding the children’s digital activities. It draws on diverse data (observations/video-recordings and interviews with parents at home) from cases of five midd...

This chapter seeks to gain an understanding of how parents accompany their very young children aged under three into ‘digital society’ by examining their mediating practices and ideologies regarding the children’s digital activities. It draws on diverse data (observations/video-recordings and interviews with parents at home) from cases of five midd...

The study is a part of a larger qualitative study carried out across 16 European countries aimed at exploring experiences with digital technologies during the COVID-19 lockdown, e.g. smartphones, tablets, computers, TVs, video-games, etc. of children aged between 6 and 12 years and their parents’ perceptions of these. The overall research questions...

Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective...

Este informe presenta los resultados de un estudio y análisis de corte cualitativo sobre las barreras de acceso a la Educación Infantil de primer ciclo (0-3 años, EI 0-3) en familias en situación de riesgo social y/o exclusión socio-económica. El estudio responde a una demanda de consultoría técnica convocada por Save the Children e incluye datos r...

Cite as: Poveda, D; Matsumoto, M; Aliagas. C. and Morgade, M. (2019). Exploring ethical issues in relation to the digital practices of young children: A collaborative workshop for practitioners and researchers. Papers infancia_c nº 23 , pp. 1-14 Available at: www.infanciacontemporanea.com About / Sobre: Papers Infancia_c ISSN 2254-5565 / www.infanc...

This report summarises the work carried out by researchers in Spain as part of the ‘A Day in the Digital Lives of Children Aged 0–3’ project research of DigiLitEY COST Action (IS1410) Working Group 1 ‘Digital Literacy in Homes and Communities’. 13 families from six European countries participated, and in the case of Spain, two families participated...

In this blog post we present the trends in methodology in researching digital literacies and practices of young children as captured in the DigiLitEY Research Methodology Database that Working Group 5 of the DigiLitEY COST Action has created. The database is a collaborative review and research tool in which authors and researchers can input the ref...

This document reports the main discussion points arising from a two-day DigiLitEY COST Action Think Tank, where we invited leading researchers from across Europe who are specialists in young children's digital literacies. The aim was to share and debate perspectives in relation to current and future research challenges in this field of research. Th...

In this presentation, Mitsuko Matsumoto (Universidad Autonoma de Madrid) discusses the strengths and challenges of ‘A day in the Life’ methodological approach’ (Gillen et al., 2007), employed in the project “A day in the Digital Lives of Children aged 0 and 3” (Full Report is available http://digilitey.eu/wp-content/uploads/2018/06/DigiLitEY-A-Day-...

The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employabi...

The chapter explores the constructs related to education held by young people in Sierra Leone. It will do so highlighting the use of drawing in the study, both as a research tool and a source of data. The chapter shows how formal education is playing a key role in the construction of social hierarchy in which the majority of young people feel margi...

This methodological paper discusses how photographs can be used in multi-layered data projects with children and families. We present photographs as a versatile low-fi digital artifact that can be used under a variety of research circumstances and critically discuss this particular visual tool in the context of the growing body of visual and multim...

This Summer School was organized under the DigiLitEY Cost Action (http://digilitey.eu/) and, continuing the work of the first summer school celebrated in 2016, focused on exploring the place of collaborative and participatory methodologies in the study of the digital literacies and multimodal practices of young children. The 2017 Summer School took...

We present results from a study exploring the place of digital technologies in young children's daily routines. The data includes home observations, interviews and video home-tours with 9 families and 10 children, between 3-7 years of age, from the Madrid (Spain) metropolitan area. We draw on socio-cultural and ecological theory and examine the int...

Some argue that the field of study of ‘education and conflict’ has yet to be solidified since its emergence in the 1990s, partly due to the weak theory base. This article reviews the literature on the ‘contribution’ of schooling in contemporary violent conflict, via three strands of theoretical ideas, to demonstrate the validities and limitations o...

Do street children go to school, and if not, why not? What kind of education can be 'meaningful' to young people affected by conflict? The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a numbe...

Education is increasingly seen as a key tool for peacebuilding efforts in the post-conflict context. However, to what extent are such expectations for education being met in reality? A more fundamental question is whether education can bear such expectations. This chapter looks into the role of education in Sierra Leone in the pursuit of these ques...