This contribution is based on our experience in educational ethnography. Over the years, our research group (Esbrina: http://esbrina.edu) has paid special attention to the participation of younger scholar in research projects. And in making sure we learn when we teach and research (Hernández-Hernández & Sancho-Gil, 2015) as a way of being updated and in tune with educational and social problems and challenges. This presentation, specifically, will discuss four themes emerging from our ethnographic journeys (Domingo, Sánchez & Sancho, 2014; Hernández-Hernández, 2017; Hernández, Sancho & Fendler, 2012; Hernández-Hernández & Sancho-Gil, 2017; Hernández-Hernández & Sancho-Gil, 2015) as being particularly challenging and promising to unveil the complexities of the multiple layers of educational cultures. 1) The first concerns the ever-expanding nature of the ethnographic sites and how in this context knowledge is conveyed in educational cultures. In the 21st century, the need of going beyond the tangible aspects of culture to grasp it "ethos" (Geertz , 1973) is bigger than ever. The narrow focus of ethnography in a single site needs to be overcome. 2) The second, with the intra-action between virtual and "analogical" sites. Something that has given way to notions like such as 'digital ethnography' (Murthy, 2008), 'virtual ethnography' (Hine, 2000), 'cyberethnography' (Robinson & Schulz 2009), 'internet ethnography' (boyd 2010; Sade-Beck, 2004), 'ethnography on the internet' (Beaulieu 2004), 'ethnography of virtual spaces' (Burrel ,2009), 'ethnographic research on the internet' (Garcia et al., 2009), 'internet-related ethnography' (Postill & Pink, 2012) and 'netnography' (Kozinets, 2010). 3) The third one relates multimodal nature of information and research evidences, which continues to grow. The traditional the vision of fieldnotes as alphabetic notes (Walford, 2009) is being challenged (Dicks, Soyinka & Coffey, 2006). The proliferation of digital media is generating new problems as "we've entered an era where data is cheap, but making sense of it is not (Boyd (2010: np). So, we must pay attention to how the multimodal nature evidence conflicts and links with personal knowledge. 4) Finally, we will refer to the post-qualitative, the new empiricism and the new materialism turns (Lather& St. Pierre, 2013; Barad, 2003) that, as we are seeing in our project: How do Secondary School Teachers Learn: Educational Implications and Challenges for Addressing Social Change- APREN-DO (MINECO. EDU2015-70912-C2-1-R), are facing ethnographers with new challenges and possibilities: to what extent the new empiricism/new materialism can create knowledge disconnected from practice or provide new mental frameworks for rethinking educational cultures.

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