Here is my synopsis.

Information Communicating Technologies Synopsis for Teaching.
Modern teachers and students are living in a knowledge economy where knowing where and how to access knowledge is quickly becoming more important than the knowledge itself (OECD, 1996). Being able to apply Information Communication Technologies (ICTs) to knowledge is important as it enables knowledge to be sorted and categorised, thereby making meaning out of it (Marzano and Pickering, 2006). The application of many ICTs allows students to explore knowledge and importantly sort and share it. This method of knowledge acquisition and transfer is important given the large quantity of information available to 21st century learners, their social structure, and lifestyles. While ICTs are important for learning in school and university environments, their importance in the wider community, "particularly the workforce" is ever increasing (The State of Queensland [Queensland Government], 2006). This increasing reliance on ICTs by government and business is in response to our shift towards the knowledge economy with a need to not only access information quickly but to sort and share it (The State of Queensland [Queensland Government], 2006). Of course ICTs, information accumulation and information sharing would not be possible without the technology and infrastructure advances that have occurred parallel to the knowledge economy. Within the context of secondary science teaching and learning there are a number of ICTs that are particularly useful in transforming, supporting, and enhancing student learning including the internet (web 1.0 pages), blogs (web 2.0 interactivity), and data (written word, pictures, sound, video). This paper will discuss these ICTs within the context of the 21st century learner, the information they receive and use, and the possible use of ICTs to achieve and enhance learning outcomes.
There are two basic methods one can use to present and share information using ICTs. The first method is based around what is colloquially called Web 1.0. They are referred to as "read-only" as they can only be edited by people with administrator rights (CQUniversity, 2010b). Good examples of Web 1.0 are administrated web sites like company or government websites for example Google Earth, Education Queensland, and Sigma-Aldrich. The other side of the internet is the interactive component often colloquially referred to as Web 2.0. Web 2.0 includes media that can be interacted with and is often described as "read-write" (CQUniversity, 2010b). Web 2.0 includes interactive content like wikis, blogs, forums, and learning objects. One could argue that there are auxiliary technologies that fit into a grey area by which they can be either Web 1.0 or Web 2.0. Examples of these might include blogs, E-mail, some web sites (like gaming websites), PowerPoint, and MovieMaker. During an investigation of E-learning technologies, a number of Web 1.0, Web 2.0, and auxiliary technologies have been explored including websites, blogs, digital media like pictures, sound, and movies, and PowerPoint.
Websites and Online Concept Maps
Websites that contain fluid data, such as the Bureau of Meteorology, the Department of Primary Industries, and CSIRO are critical for students undertaking research including Extended Experimental Investigations. Because they are Web 1.0 and run by respected organisations, the data they present can be considered reliable. Because they are fluid information receptacles, the data they present is current. These factors make them critical reference points and can give teachers the opportunity to provide students with information that is of high intellectual quality (The State of Queensland [Department of Education], 2002).
Respected websites not only provide quality current information but are the primary source of this information. This means that there is no other place to get this information, "given its fluidity". This adds to website importance and makes them an indispensible digital resource.
Because the internet and its contents are primarily non-peer reviewed, students and teachers need to be careful they are not inappropriately influenced. Teachers and students need to develop skills that give them tools to scan content for accuracy and precision given the information they are looking for (The University of California, Berkeley, 2010). Teachers should consider the effects on a student’s constructivist mind when acquiring information from the internet as there are views presented that are not in line with generally considered norms or learning outcomes (Johns Hopkins University, 2010).
The internet also contains applications that help students learn. Websites like Bubblus.com provide concept mapping applications. These applications could be used to concept map information gleaned from websites. The website URLs could be copied and pasted into the concept map. Concept mapping exercises help students to deconstruct and categorise the information gleaned from web sites, or any other source (University of Victoria, 2009).
Blogs and their wide reaching educational use
Web logging is colloquially called blogging. Blogs are generally used to log ones experiences, "though they can prove a much richer platform". There is a view that a blog is a web log and has to be used as one, this is not true according to The University of Warwick (2010), who state that "a blog can be used for all sorts of different purposes". Students and teachers need to learn to think outside the square and adapt ICT's to their learning needs. There are no internet police that enforce strict guidelines on usage styles. A blog could be used as a pseudo forum or a platform for students to log their ideas and comment on each others. Another application could be getting students to research a different aspect of a topic and create links within a blog through commenting and linking. A blog in creative hands could also be used as a learning management system, "teachers and students could simply use it as a common hyperlink platform with commentary" (The University of Warwick, 2010).
Modifying a blog's mode of operation will transform student learning by giving them creative input. An example of how blogs could be used to support and enhance learning would be to set up a blog. Once the blog is set up, the teacher can add posts that identify key aspects of a unit and get students to comment. One could also give the students administrator rights and get them to add the aspects they are having trouble with or find interesting. One could even set up a number of blogs, get students into groups and set up some creative competition between groups. One could argue that ICTs can be used for any purpose that they suit, see my blog for proof of concept.
Pictures, video, and sound, and their applications
Because pictures appeal to visual learners and sound appeals to auditory learners, these in combination will logically have the greatest effect on learning. Pictures and sound are not new to education as we have all sat through exciting educational videos and wondered about the production values. Modern technology gives teachers and students the ability to manipulate media as never before. It is critical that teachers master video editing and production software as the outcomes will have major impacts on facilitating education and enhancing student learning (Commonwealth of Australia: Deakin Centre for Education and Change, 2003). Again, one could argue that there is a rather ridged approach to the concept of a video. Teachers need to experiment with their own productions to give students that personal touch.
Pictures are great, but middle phase learners want more than a picture, they want a picture that is either moving or has attention grabbing qualities. According to Knipe (2007, p. 26), digital natives will spend, before they leave high school, "over 20000 hours watching television", "television grabs their attention". Let's face it, if one is to show a picture in class it is often through a digital media, why not put a small picture show together with commentary. This will provide students with more than one take on a pictured concept which may help them to construct thoughtful schemas. Making a slide show is a creative process for example; why not include in a picture show some jokes, cartoons or some abstract pictures to grab the student's attention. Jennah Ritter (2010) comments that MovieMaker "technology would be extremely beneficial towards students after being on an excursion". Of course a step further is to use it constructively, for example, these digital records could be used for reflection by teachers and as subject material in years to come.
PowerPoint integration in teaching and learning
PowerPoint is a powerful tool as a classroom based ICT. PowerPoint brings together many of the best aspects of ICT’s. It is easily accessed as connection to the internet is unnecessary. “For teaching”, it has many applications and was essentially designed to make information presentation easy. The question for the modern teacher is how creative can one be with PowerPoint. PowerPoint's versatility is its strong point. It can be a creative and practical platform. PowerPoint is a basic digital media that has already transformed student learning, for example, succinct PowerPoint's can be uploaded to learning management systems or blogs for student use as demonstrated in my blog. Students can download them and use them to enhance their learning through reconnecting what they have learnt in class with the thoughts they have taken away. This is a cognitive approach to learning as revisiting succinct class notes will help students to place concepts into their long term memory through schema production and recognition of prior information. According to CQUniversity (2010a), it is important to present students with "material that can be recognised by students as being relevant to them, therefore important". This means clearly pointing out what is important through good planning and resource production.
PowerPoint’s, “because they are point form information formats” can reduce cognitive loads through a cognitivist approach to learning, particularly if the PowerPoint is well designed and properly linked with prior learning. My blog outlines in detail some uses for PowerPoint, particularly with regard to teaching science.
Conclusion
Finally one needs to be perceptive to student needs and situations. The human race is living in two worlds, with much of the world’s people more worrying about feeding themselves than checking E-mails. There are many students that are going to be left behind simply because they have poor or no access to digital technology (Commonwealth of Australia: Deakin Centre for Education and Change, 2003). One needs to display careful concern regarding their student's access to or interest in ICT’s. Teachers must provide for complete inclusion within their classrooms and this means not putting to disadvantage any group of students. Teaching needs to carefully consider a measured approach to ICT use. Presentation ICT’s like websites (accessible within school hours) and PowerPoint are excellent tools, but the use of blogs, forums and wikis will disadvantage those already disadvantaged. It is expected and incumbent of teachers to provide education for all through inclusivity and recognition of difference (The State of Queensland [Department of Education], 2002). Finally, digital technology is a rapidly moving area and for teachers to apply digital technology to E-learning they must incorporate key elements of lifelong learning including a willingness to try new things and the ability to link these things to older skills and knowledge.

References
Commonwealth of Australia: Deakin Centre for Education and Change. (2003). Effective use of information and communication technology (ict) to enhance learning for disadvantaged school students. Retrieved from the Commonwealth Department of Education, Science and Training web site: http://www.dest.gov.au/NR/rdonlyres/D63F92A3-6931-464F-9970 D599BE3E390E/4520/ICTreport.pdf

CQUniversity. (2010a). Active learning, learning diversity and the theory. Retrieved from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=91792

CQUniversity. (2010b). Practical activity: week 1 - blogs and concept maps. Retrieved from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043

Jennah Ritter. (2010). E-learning journey: week 5 - moviemaker. Retrieved from Jennah's Blog: http://jmritter.blogspot.com/

Johns Hopkins University. (2010) Evaluating information found on the internet. Retrieved from the Johns Hopkins University Research Help web site: http://www.library.jhu.edu/researchhelp/general/evaluating/

Knipe, S. (2007). Middle years schooling: reframing adolescence. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education.

OECD, 1996, The knowledge economy, in Central Queensland University (CQU) 2009, EDED11353 Learning management 1: topic 1 readings, CQU, Rockhampton, Queensland, Australia.

The State of Queensland (Department of Education). (2002). prodped.pdf.
Retrieved from The Department of Education, Training and the Arts web site: http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf

The State of Queensland (Queensland Government). (2006). Ict workforce capability plan for government employees. Retrieved from The Queensland Government web site: http://www.qgcio.qld.gov.au/SiteCollectionDocuments/ict_workforce_capability_plan.pdf

The University of California, Berkeley. (2010). Evaluating web pages: techniques to apply and questions to ask. Retrieved from the University of California Berkeley Library web site: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

The University of Warwick. (2010). What would i use a blog for. Retrieved from the University of Warwick IT Services web site: http://www2.warwick.ac.uk/services/its/servicessupport/web/blogs/faqs/general/whatfor/

University of Victoria. (2009). Concept mapping. Retrieved from the University of Victoria counselling services web site: http://www.coun.uvic.ca/learning/critical-thinking/concept-mapping.html