The relationship between technical development and education is a reciprocal one, where education always stands in relation to those skills, competencies, and techniques that are anticipated as necessary in a technological future. At the same time, skills and competencies are also necessary to drive innovation and technical development for the progressive creation of desirable futures. Jumping back to the 1950s, this article illustrates how automation and AI have been anticipated as both problems and solutions in society, and how education has been used to solve these problems or realize these solutions. That is, computerization debates have concentrated on both the growing opportunities and the increasing risks, but almost always also on the need for corresponding education. The article uses a genealogical approach to show how, from the 1950s and up until today, education has been mobilized as an important tool for governance in computer policies.