# data[].attributes.body
Students create different identities on different social media; this is because each social media has its own social construct, imaginative audience, and the interactions on each site is different.

# data[].attributes.attachment_link.readable_text
Multiple personality disorder is a complicated psychological condition that causes a person to act like two (or more) completely different people. The various identities that a person with the condition take on may vary in age, sex and race. They also often have different manners of speech and gestures. A person with the disorder, also called dissociative identity disorder (DID), morphs from one identity to another in a "switching" process that in some cases happens in a matter of seconds.

The scores of us who alter our personas for social media purposes probably don't meet the standard for a clinical DID diagnosis. In fact, a new study from Pennsylvania State University finds that many social media users tweak the way they come off on different platforms for one simple reason - they just want to fit in.

"The users tend to portray themselves differently in these different worlds," Penn State researcher Dongwon Lee said in a press release. Lee and his colleagues analyzed more than 100,000 social media users who voluntarily provided their profiles for review.

Take, for example, a person who uses Instagram or Snapchat to show off a new pair of stunner shades or show everyone how lit their trip to Coachella was this year. The same person might swap the sunglasses for reading specs on LinkedIn and post an article about fluctuations in the Bolivian oil market. That's because they use different outlets to convey different messages about themselves.

We've all seen versions of this type of persona shifting online. Many of us have probably done it ourselves. Still, the researchers say having data to back up those hunches and anecdotes is helpful, as it provides actual insight into how people interact with one another in an ever-changing world.

# data[].attributes.attachment_link.title
Our Online Personalities Change Across Different Social Media Platforms

# data[].attributes.attachment_link.description
Multiple personality disorder is a complicated psychological condition that causes a person to act like two (or more) completely different people. The various identities that a person with the condition take on may vary in age, sex and race. They also often have different manners of speech and gestures.

# data[].attributes.body
Teachers' days are full of tasks that are never ending. However, some of these tasks can be made simpler and/or be improved by using technological tools.

# data[].attributes.body
-Opportunities
-Easier collaboration
-Faster feedback
-Engages students
-Prepares students for a world full of technology

# data[].attributes.attachment_link.readable_text
Think that integrating technology into the classroom will only distract students and marginalize educators?

Think again. Since students are already interested and engaged in technology, teachers can harness that attention for educational purposes. Incorporating the internet, laptops, tablets and even smartphones into the curriculum has many benefits for teachers and students alike.

1. Engages students and creates active learners.

Using a computer, tablet, or other device encourages self-directed learning and creates an active participant in the learning process, rather than the passive learners found in a lecture environment. Interactive lesson plans can help turn "boring" conceptual subjects like math and science into fun, engaging, and educational activities for students.

2. Encourages individual learning and growth.

No one learns in the same way or at the same pace, but technology can level-set the classroom. For example, technology can provide accommodations for struggling or disabled students, and virtual lesson plans provide individualized instruction for all. Students can learn at their own speed, reviewing difficult concepts or skipping ahead as needed. Additionally, access to the internet gives students access to a broad range of resources to conduct research.
Ready to get started? Four steps to take to help you prepare a 1:1 classroom.
3. Facilitates peer collaboration.

In a research project conducted by the U.S. Department of Education, many educators reported that technology facilitated peer collaboration. They noted that when students were assigned to small groups for technology-based projects, those students who already had certain computer and technology skills routinely assisted less skilled students. Peer tutoring, mentoring, and collaboration were the unexpected results of the technology integration.

4. Prepares students for the real world.

Technology is an integral part of how we work and live, every day. Teaching students how to use technology to learn, research, collaborate, and solve problems from an early age will better prepare them for their careers. It can also help reduce the fear of new technology in the future by familiarizing them with the discovery process for each new tool.

5. Creates more engaged and successful teachers.

Using technologies like virtual lesson plans and internet resources can help free up time - both in developing and delivering the curriculum. This allows teachers to spend more time with the students who are struggling, ensuring the whole class is better prepared for tests and advancement.

As an educator, integrating technology into the curriculum is key. In other words, don't just add a piece of technology to a lesson plan just because you can. Make sure you understand:

How to use the technology

How to train students on using the technology

How the technology supports your curriculum

What benefits the technology brings to your lesson

An easy way to introduce technology is to start small. Try using a document camera to project textbook images on a screen, or introduce a website a week that corresponds with your lesson plan.

The point is not to let technology take over your classroom, but to integrate it. Traditional teaching processes like lectures, writing papers, and analog testing should not be abandoned. When combined effectively with the methods you're used to, technology can help you and help your students.
Capella University offers over 20 free professional development courses focused on educational technology, with options in three proficiency levels: limited technology experience, moderate experience, or teacher leaders/PD professionals.

# data[].attributes.attachment_link.title
5 Reasons to Incorporate Technology into Your Classroom

# data[].attributes.attachment_link.description
Think that integrating technology into the classroom will only distract students and marginalize educators? Think again. Since students are already interested and engaged in technology, teachers can harness that attention for educational purposes. Incorporating the internet, laptops, tablets and even smartphones into the curriculum has many benefits for teachers and students alike.

# data[].attributes.body
-Communication
-Contextualization
-Cloud computing
-Community of learners
-Connectedness
-Collaboration
-Cost free (or almost free)
-Convergence
These are characteristics of the technology students can engage in to benefit their learning.

# data[].attributes.body
-Institutional
-Economic
-Political
-Sociocultural/Individual

# data[].attributes.body
Three types:
-Perceptible (intended)
-Hidden (unintended)
-False (no use)

# data[].attributes.attachment_link.title
Universal Design Principles 272 - Affordance

# data[].attributes.attachment_link.description
Uploaded by anna gustafsson on 2014-11-01.

# data[].attributes.body
is always designed to solve a certain problem.

# data[].attributes.body
Some schools have more technology available to them than other schools. This creates a difference in schools that are technologically advanced and schools that are not.

# data[].attributes.body
Some students may come from "digitally rich" homes while some students may come from "digitally poor" homes. Because of this, we need to be careful of the work we assign and respect that some students may not be as technologically literate as others.

# data[].attributes.attachment_link.readable_text
Tony and Isabella Ruiz, with their younger brother, Leo, used a nearby school's Wi-Fi to download homework assignments onto their smartphones. Their family, in McAllen, Tex., has no Internet access at home. Credit... Ilana Panich-Linsman for The New York Times

McALLEN, Tex. - At 7 p.m. on a recent Wednesday, Isabella and Tony Ruiz were standing in their usual homework spot, on a crumbling sidewalk across the street from the elementary school nearest to their home.

"I got it. I'm going to download," Isabella said to her brother Tony as they connected to the school's wireless hot spot and watched her teacher's math guide slowly appear on the cracked screen of the family smartphone.

Isabella, 11, and Tony, 12, were outside the school because they have no Internet service at home - and connectivity is getting harder. With their mother, Maria, out of work for months and money coming only from their father, Isaias, who washes dishes, the family had cut back on almost everything, including their cellphone data plan.

So every weeknight, the siblings stood outside the low-slung school, sometimes for hours, to complete homework for the sixth grade.

"There's just no funds left," Maria Ruiz said later outside the family's white clapboard rental home. "It worries me because it will become more important to have Internet when they have to do more homework."

With many educators pushing for students to use resources on the Internet with class work, the federal government is now grappling with a stark disparity in access to technology, between students who have high-speed Internet at home and an estimated five million families who are without it and who are struggling to keep up.

The challenge is felt across the nation. Some students in Coachella, Calif., and Huntsville, Ala., depend on school buses that have free Wi-Fi to complete their homework. The buses are sometimes parked in residential neighborhoods overnight so that children can connect and continue studying. In cities like Detroit, Miami and New Orleans, where as many as one-third of homes do not have broadband, children crowd libraries and fast-food restaurants to use free hot spots.

The divide is driving action at the federal level. Members of the Federal Communications Commission are expected to vote next month on repurposing a roughly $2 billion-a-year phone subsidy program, known as Lifeline, to include subsidies for broadband services in low-income homes.

Image

With Maria Ruiz out of work, the family had to cut expenses, including Internet and cellphone data service. Dinner is prepared outside on a grill.

Credit... Ilana Panich-Linsman for The New York Times

"This is what I call the homework gap, and it is the cruelest part of the digital divide," said Jessica Rosenworcel, a Democratic member of the commission who has pushed to overhaul the Lifeline program.

Ms. Rosenworcel cited research showing that seven in 10 teachers now assign homework that requires web access. Yet one-third of kindergartners through 12th graders in the United States, from low-income and rural households, are unable to go online from home. The Obama administration announced in July its own program to help address the problem, deploying free and affordable broadband into public housing.

The Lifeline plan has drawn strong criticism from the two Republicans among the five F.C.C. commissioners, and from some lawmakers, who say the program, which was introduced in 1985 to bring phone services to low-income families, has been wasteful and was abused.

In 2008, when the commission added subsidies for mobile-phone services to discounts for landlines, some homes started double-billing the program, and the budget for the fund ballooned. Various investigations, including a government review in early 2015, questioned the effectiveness of the phone program and whether the commission had done enough to monitor for abuse.

But advocacy groups for children and minorities have backed the F.C.C. plan, saying it will be important in preventing students from falling further behind their peers.

"For young people, broadband is like the air we breathe," said James P. Steyer, chief executive of Common Sense Media, a nonprofit group known for its reviews and age-based ratings of videos, websites and books that has campaigned for the changes in Lifeline. His organization earns licensing fees from Internet service providers that may stand to gain from the expansion of the F.C.C. program.

"It's essential for school and future job opportunity," Mr. Steyer said. "So it is desperately important that we make broadband affordable for low-income families and minorities, because we can't be a society of haves and have-nots."

Few places better illustrate the challenges faced by students without broadband than McAllen, in South Texas, and the surrounding area in the Rio Grande Valley. Poverty rates in the region are high. In some towns, as many as 40 percent of households have no access to the Internet, among the lowest access rates in the country, according to a 2014 study by the National Digital Inclusion Alliance.

Brigida Castro, who lives in a concrete home off a one-lane road in the town of Donna, said the main local Internet provider had told her it could not bring service to her street. Her daughter, Perla, 16, is a junior at a high school in the South Texas Independent School District geared toward directing students into medical professions. The school district has put Wi-Fi on more than 100 school buses to help students who do not have access at home, and Perla relies on school bus rides - nearly three hours a day - to finish homework.

"I could go home on a shorter bus route, but I want to get A's," Perla said.

Marla M. Guerra, superintendent of the school district, said that it had little choice but to require more technology in class work, even though many families did not have broadband access.

Perla Castro, top, of Donna, Tex., relies on school bus rides for Internet access. The school district has put Wi-Fi on buses to help students who do not have access at home. Credit... Ilana Panich-Linsman for The New York Times

"We try to accommodate those without access in every way we can," she said, "but we can't hold back on our use of technology in the classrooms because we have to prepare our children for the world that is waiting for them."

In McAllen Independent School District, which has 33 schools and 25,000 students, each location runs wireless hot spots 24 hours a day so that students can sit in parking lots or crouch against school walls to do homework into the night.

Some municipalities are trying other solutions. The city of Pharr, with the help of the Federal Reserve Bank of Dallas, has proposed using local tax funds to bring Internet service to all homes and to put free hot spots around town.

But the biggest boon would be the Lifeline overhaul.

"This is a population tailor-made for this F.C.C. plan," said Jordana Barton, a community development director for the Federal Reserve Bank of Dallas. "Lack of broadband has inhibited their ability to participate in the economy, and over and over, what I see is the homework divide that is keeping children behind."

Teachers do their part to help. In the McAllen school district, an eighth-grade math teacher, Sandra Guerra, recently chatted online with six students who were stuck on a problem about polynomials. She sent them a digital photo of the equation and detailed steps to solve the problem.

The next morning, knowing some students had no Internet at home and were working off worksheets she had prepared for them, Ms. Guerra started class with a review of the problem that had troubled other students the night before.

"I have 50 minutes with them in class, and I can't cover everything in that time, so the learning continues when they are home and they can go online," Ms. Guerra said.

Not every teacher is as understanding. Yunuen Reyes, 17, a high school senior in Pharr, does not have Internet at home and typically has three hours of homework a day that require research and collaboration with classmates online. Some assignments and take-home exams are due by midnight and must be submitted over the web.

So after her shift working at the drive-up window of a Chinese restaurant, Yunuen scrambles to find Wi-Fi at a nearby Starbucks or at fast-food restaurants. Often, she goes to the home of a friend who lets her use the family computer and Internet connection. Recently, she got a C on an English assignment that she had not completed before the deadline to submit it online.

"It's stressful and embarrassing to keep asking my friend," Yunuen said. "I don't want to keep bothering her. But I also don't want my teachers to think I'm making excuses."

# data[].attributes.attachment_link.title
Bridging a Digital Divide That Leaves Schoolchildren Behind

# data[].attributes.attachment_link.description
McALLEN, Tex. - At 7 p.m. on a recent Wednesday, Isabella and Tony Ruiz were standing in their usual homework spot, on a crumbling sidewalk across the street from the elementary school nearest to their home. "I got it.