ABSTRACT

The demand that ICT should be incorporated into all areas of the curriculum seems to be irresistible and indeed, as time passes, gathers pace still further. This insistence applies to the teaching of history equally as to other disciplines. The use of ICT needs to be seen as an integral part of the whole package of skills and strategies which can be deployed to enhance teaching and learning in history, rather than, as is perhaps more often the case, a discreet area of experience or expertise which can be ‘ticked off’ as part of the satisfaction of external standards.