Francine Swickheimer

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...

Teachers often encounter students who can read nearly anything placed in front of them but struggle to explain what they’ve read. These students read accurately and fluently, so it feels as though comprehension should  follow automatically. Research, however, tells us otherwise. While decoding is essential, it is only one component of what students need to truly understand text (Gough & Tunmer, 1986; Perfetti, Landi, & Oakhill, 2005). Decoding gets students through the door—but it doesn’t...