Most people own many computers, frequently without realizing it. As microprocessors become very less expensive, it is increasingly feasible to replace complex gear and logic mechanisms with computer systems. For example, modern automobiles contain several computers hidden away within its body. Some perform visible tasks such as GPS ("geographic positioning") systems that inform the driver of the car's location and when to turn in order to reach the desired destination. Others are completely invisible, adjusting the engine and emission-control settings automatically for optimal performance.

Similar developments are leading to the development of "intelligent appliances" -- stoves, refrigerators, and other household appliances that are capable of information processing both to maintain themselves and facilitate more convenient use. Imagine, for example, a refrigerator that can not only diagnose its own failures, but can also prepare your shopping list by monitoring its contents and alert you when leftovers are becoming too old.

In K - 12 education, this trend manifests itself as "intelligent toys". The Lego Mindstorms Robotics Invention System extends the notion of Lego blocks by adding electronic sensors, motors, and programmable logic blocks. They can be combined in a myriad of ways ranging from simple phototropic robots to complex problem-solving systems capable of solving Rubik's cube on its own within minutes. Designed for teenagers, is the Robotics Invention System a course on robotics design or an environment for creating neat toys?

More recently, Leapfrog has released a collection of teaching toys that employ computers to make the toy interactive in educationally-relevant ways. For example, the "LeapPad" extends the typical introductory reader. When a child uses the wand to touch a word, the book can respond by reading aloud the sentence, or helping the child pronounce the word phonetically, Other page options jump to word games related to the story and its vocabulary.

In many respects, the LeapPad activities are similar to those that often take place between a child and adult during initial reading instruction, except that now a computer can simulate the adult's role in ways that foster active play with the book and its contents. Similarly, these devices blur the boundaries between play and education