ABSTRACT
Summary: With the introduction of microcomputers into education an exceptional situation is declared and a fundamental change is proposed. The educational community finds itself confronted by claims and demands, promises and hopes, apprehensions and admonitions. At present, there is no theory on computers for elementary education, just a number of practical approaches. In the Federal Republic of Germany these are not readily accepted. In this chapter it is argued that any pedagogically sound perspective for dealing with the new technologies has to be developed out of one’s own educational culture.
