Computational social science and critical studies of education and technology: an improbable combination?

As belief around the potential of computational social science grows, fuelled by recent advances in machine learning, data scientists are ostensibly becoming the new experts in education. Scholars engaged in critical studies of education and technology have sought to interrogate the growing datafication of education yet tend not to use computational methods as part of this response. In this paper, we discuss the feasibility and desirability of the use of computational approaches as part of a critical research agenda. Presenting and reflecting upon two examples of projects that use computational methods in education to explore questions of equity and justice, we suggest that such approaches might help expand the capacity of critical researchers to highlight existing inequalities, make visible possible approaches for beginning to address such inequalities, and engage marginalised communities in designing and ultimately deploying these possibilities. Drawing upon work within the fields of Critical Data Studies and Science and Technology Studies, we further reflect on the two cases to discuss the possibilities and challenges of reimagining computational methods for critical research in education and technology, focusing on six areas of consideration: criticality, philosophy, inclusivity, context, classification, and responsibility.