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The use of ICT in the process of teaching and learning in the classroom is a national agenda as evidenced in the 'National Curriculum for Teaching ICT' and the administering of this agenda in different Key Stages in the educational system. The core requirement of ICT in the National Curriculum is thus to give pupils the "opportunities, wherever appropriate, to develop and apply their information technology capability in their study of all subjects". (Becta 2004, p.1)

A vast array of different ICT tools can be used in the teaching and learning process. The following are some examples that are frequently used - interactive white boards, video projection units, microscopes connected to computers, CD-ROMs, presentations on video and selected resources and materials from the internet (Becta 2004).

Expected skill development:Raising social, cultural and religious understanding among pupils about the sanctity of different religious places of worship through a virtual experience of these places of worship. Social, cultural and religious lessons learnt from this virtual experience are expected to be replicated in real life situations to foster respect for different religions, their places of worship and the things they consider sacred.

In conclusion it can be said that the benefits derived from the use of ICT in the teaching and learning of Religious Education in particular and subjects in general is one that is perhaps of very least contention. As has already been presented above, the use of ICT in subjects is not a panacea to the challenges of teaching and learning in the classroom setting. Ensuring an effective link between ICT as a subject, and its rightful application or use in Religious Education will go a long way in accruing benefits to teaching and learning. Building both pupil and teacher capabilities and proficiency in ICT as a subject is also seminal in this direction.

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