We are witnessing the first phases of a technological revolution. The educational implications of this progress are significant. Though the field of religious education has a heritage of educational theory and audiovisual awareness, it also has a tradition of utilizing the lecture method. The potential exists for high-tech innovation to fulfill the requirements of Bloom's excellent approach to mastery learning. Their capacity for cognitive, affective, and skill development is unique. Educators must break a trend of disuse and employ the review, drill, and simulation functions that will be available to those who are "apt to teach."