Francine Swickheimer

Reading is foundational to everything we do as educators—it shapes how students learn, think, and ultimately succeed. Yet one of the most important questions we must continually ask is this: What actually makes reading effective?  Why do some students navigate complex text with ease while others struggle to access meaning? The answer lies in understanding the science of reading —and more importantly, applying it with intention. In this post, I want to walk you through the key principles...

Technology in the classroom isn’t inherently good or bad—but how  it’s used makes all the difference. When technology is thoughtfully designed to support instruction, it can enhance learning. When it replaces teaching, discussion, or feedback, it often weakens it. The guidance below offers a clear framework for teachers and leaders who want technology to serve instruction rather than drive it . 1. Technology Supports Instruction—It Doesn’t Replace It Technology works best when it reinforces...

Screen time in the classroom is neither inherently good nor inherently harmful. What matters most is how  technology is used, for what purpose , and for how long —and, critically, what it may be replacing in students’ learning experiences (Hooft Graafland, 2025; Tamim et al., 2021). When discussions about screen time move beyond simple minute-counting and instead focus on instructional design, student thinking, and well-being, schools are better positioned to make informed decisions that...