Abstract
With the PC, which appeared in offices in the 1980s and with which the familiar image of industrial production as "manual labour" changed, the topic of computers also began to dominate the educational debate. New subjects were introduced or at least debated; investments in computer hardware and later in network infrastructures were made on a scale that was astonishing in the face of dwindling public budgetary resources for educational institutions. A considerable amount of "EDP qualification" was undertaken for the labour market, which cost the working and the unemployed considerable effort in further education courses, training courses, self-study after work. Young people were supposed to have it better, they were supposed to learn how to use computers at an early age. This was the basis of the social consensus that justified the expenditure on computers in educational institutions. Smart and responsible people in science and in educational planning authorities always added "education" to this competence of use. In the publications and in the curricula, there was usually also talk of understanding the effects, of co-creation skills as a counterpart to "user skills".
