This work, found on the U.S. Department of Education's World Wide Web site, examines some new technological tools. Three major types of innovative learning devices are discussed. They include smart objects, information infrastructures, and shared synthetic environments. Smart objects help us understand our surroundings by explaining themselves. An example would be intelligent manipulatives for use with young children. Objects could help children learn about them by speaking to them. ("I'm not a triangle, I'm a square.") A futuristic vignette provides an example of what life with such smart objects could be like, including positive and negative possibilities.

Information infrastructures are "ways of extending our nervous systems so that we can communicate and learn across barriers of distance and time, exploring and contributing to remote archives and virtual think tanks." The author envisions students creating and utilizing forms of expression that can be activated on demand, at any place, just in time. Such new forms of expression include knowledge webs and virtual communities.

Shared synthetic environments make different types of learning possible by creating virtual contexts into which we immerse ourselves. Communal virtual worlds, single-user simulations, distributed simulations, and text-based shared synthetic environments are all examples of such environments.

Finally, the author addresses the financial plausibility and impact of these learning devices on conventional instruction.

For educators looking to get a glimpse of "the way things might be" in the future, this article provides some possibilities and ideas. For some reason, such futuristic writings seem somewhat "out there" and a bit separated from the reality of the present day classroom. Although technologies are rapidly changing and bringing possible innovation to classrooms, the fact remains that most classrooms are not even equipped with more than one computer, let alone all the whistles and bells. But aside from the economic problem, such articles can be overwhelming for classroom teachers who ask themselves:

• How will I be trained and find time to use these technologies?
• When will I find the time to adapt my materials for use with these?
• How will I adapt my lesson plans?
• What specific methodologies and techniques work best with these technologies?
• Are the specific skills needed for my students to enter the workplace actually addressed?

Unfortunately, the coming-and-going of educational technologies is somewhat akin to that of educational methodologies. Will it be the flavor-of-the-month or produce long-lasting, productive, thoughtful educational reform?