Cova Reflection and Application

From ABCs to ADL: My Journey of Growth as a Digital Learning Leader

 

 

Once Upon a Learning Mindset...

In the Master’s Program at Lamar University, I decided my focus of interest was in Applied Digital Learning (ADL) because I see the future of education becoming increasingly digitized within classrooms. I did not foresee this journey becoming more than just a step in furthering my education, but that’s exactly what it became. By combining both the COVA (Choice, Ownership, Voice, and Authentic Learning) approach and CSLE (Creating Significant Learning Environments), my learning has transformed into that of not only a student who can follow directions, but one who can explore my own way of thinking without the pressure of having a right or wrong answer (Harapnuik, Thibodeaux, & Cummings, 2018). This approach surged my anxiety at first, but the more I utilized the steps of COVA and applied them to real-world scenarios through CSLE, I now feel empowered to make a difference in my learning community (Lamar University, 2021).

 

From Fixed to Flourishing

When I first began developing my innovation plan, bringing the Enriched Virtual Model to Mansfield ISD, I would describe my mindset as somewhere between fixed and growth. Or maybe a “flexible fixed mindset.” I wasn’t totally resistant to new ideas, but I definitely leaned on structure. I’ve always done best when I have clear steps, instructions, and a sense of exactly what’s expected. So walking into the ADL program and being told that I would have the freedom to shape my learning experiences on my own terms through the COVA model was honestly, a little overwhelming (Harapnuik D., Thibodeaux, T., & Cummings, C., 2018).  Whatever the case was with my mindset at the time, I didn't know how to change my perspective until Rethinking the Growth Mindset.  I was able to see that if I embraced challenges, shifted habits, and learning that I could thrive in the unknown.  This was a major turning point for me because it allowed me to exit my comfort zone and to see everything as a learning opportunity instead of disappointment.

 

Building Without a Blueprint

But that quickly started to shift. The first time I realized how different this program was became clear during an assignment that asked me to create an implementation plan from scratch. There wasn’t a detailed rubric or a template to follow, just guidance and encouragement to build something meaningful and personal. I had never done anything like this before. It felt like a tremendous responsibility to get it right so it would make an impact for teachers, students, and the community. It was an opportunity to bring my ideas and passions to the table and make a difference in the lives of my school community.

 

Exploration Over Expectation

At the beginning of this journey, I was not prepared for what lay ahead. I thrive on clear directions and expectations, but this felt loose, with lots of gray areas. So I did what comes naturally to me: research. The more I explored, the more comfortable I became with the process, and I stopped focusing so much on the uncertainty. I started experimenting with ideas, getting creative, and letting myself explore in ways I never would have tried in a traditional learning environment.  This shift echoed the message in A New Culture of Learning, that true learning happens when curiosity meets a flexible environment that encourages exploration, play, and meaning-making (Thomas & Brown, 2011). After reflecting on this process, I realized I was moving toward a growth mindset instead of remaining stuck in between. I stopped worrying about doing it “right” and focused more on what felt right for my students, district, and learning community.

 

From Learner to Leader

It took time for me to become comfortable with this change and to see myself move from a learner to a leader. With the district becoming my audience in making real change for my community, my work took on a more meaningful direction and pushed me to take ownership every step of the way (Harapnuik, 2018).  I also leaned heavily on the 4DX model (McChesney, 2012) to stay focused on my wildly important goal of introducing blended learning in a developmentally appropriate way.

 

Redefining Change

During this journey, my attitude and comprehension toward leading change developed within myself. I used to think that change was something that started at the top and came down through the network, with my role being to support it, not lead it. Now my concept of change has shifted through meaningful acts taken by educators like me who are willing to take the first steps (Fullan, 2001).   I used principles from the Influencer Strategy (Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A., 2013) to engage others and create buy-in for implementing the Enriched Virtual Model.  A nearby district, Forney ISD, is rolling out the Enriched Virtual Model next year, so I know I’m on the right track presenting this model to my district. I’m excited to see how their model unfolds, their implementation methods, how it’s received by their school community, and the success it brings to their students. It gives me hope for what’s possible in Mansfield.

 

More Than a Plan—A Passion Project

Reflecting back, this innovation plan wasn’t just something I created to earn points in class but rather a personal journey for what can be. This plan is deeply personal, it combines student engagement, flexible learning, and giving kids more ownership in how they learn. I focused on this plan because I believe it can work in our district, and I want to be part of making this amazing shift happen.  It also aligned directly with the Learning Manifesto I developed in this program, a commitment to student-centered learning rooted in curiosity and connection. My Publication Article on this topic reflects how theory met practice in real-time in my early childhood setting.

 

My Learning Philosophy: Then, Now, and Next

I’ve been an early education teacher for over eleven years, so before starting the ADL program I already had a strong learning philosophy about how children learn best in early education. I believe learning is an active process grounded in play-based experiences, curiosity, hands-on exploration, and real-world connections. I’ve never thought of learning as a one-size-fits-all approach. It looks and feels different for each student based on their individual interests, developmental needs, and unique pace. I’ve also always believed that for a student to truly thrive, we must teach the whole child, not just academically, but socially, emotionally, and physically (NAEYC, 2020).

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What the COVA approach and CSLE added to my understanding was a new layer of how ownership and voice can look in early learning. Originally, I was skeptical that these concepts would work with young learners in a Pre-K classroom. I was used to a high level of structure, and without it, I feared chaos or behavior issues. But as I experienced the approach myself in this program, I began to realize that giving students the space to make choices and encouraging them to take the lead in their learning can be adapted even for young learners (Harapnuik et al., 2018). It looks different than in upper grades, of course, but it still carries the same powerful impact.

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The more I explored blended learning and the Enriched Virtual Model, the more I started to see how digital tools could support, not replace, authentic early learning.  My Instructional Design Plan helped me design engaging learning experiences that allow flexibility, digital choice, and student reflection in developmentally appropriate ways (Fink, 2003; CAST, 2018). Today’s technology can enhance student exploration and engagement with digital content, while maintaining intentionality within the learning experience (CAST, 2018). These tools help personalize learning in ways that meet students where they are in their educational journey, while still allowing for the sensory, social, and emotional experiences that are so critical to early childhood development.

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So no, my learning philosophy hasn’t changed in the sense that I’ve left my beliefs behind, but it has grown. I’ve built upon it. By integrating digital learning and flexibility into my existing philosophy, I’ve developed a more enriched and responsive approach to teaching. The ADL program has helped me see what’s possible when we give students more ownership in their learning, starting in Pre-K and continuing throughout their educational journey.

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BONUS: A Fun Song Connection

A great children’s song to incorporate is “If You’re Happy and You Know It (Show Your Voice!)” a remix of the classic tune that helps reinforce student voice and ownership. For example:

“If you’re learning and you know it, make a choice (clap clap)”
“If you’re thinking on your own, use your voice (clap clap)”
“If you’re solving problems proudly and you’re doing it out loud-y,
Then you’re learning and you know it—own your choice!” 

This turns the concept of COVA into something accessible, memorable, and meaningful for even the youngest learners.

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Little Learners, Big Voices: Growing With COVA in Pre-K!

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Let’s COVA All the Way!

Knowing what I know now about the COVA (Choice, Ownership, Voice, and Authentic Learning) approach, I can confidently say that I will absolutely use it to create significant learning environments, starting in my Pre-K classroom and advocating for its use across our early childhood programs in the district. This program has transformed how I think about instruction, engagement, and the role of the learner. While I haven’t left behind the beliefs I came in with, like the importance of play, creativity, and connection, I’ve expanded my philosophy to include the possibilities that digital tools, student agency, and authentic learning bring to even our youngest learners (Harapnuik, Thibodeaux, & Cummings, 2018).

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I Wasn’t So Sure at First...

At first, I was skeptical. As a Pre-K teacher, the idea of using digital tools with little learners felt like a mismatch. But through the ADL program, especially the COVA approach, I’ve learned how powerful it can be when we give students, even four-year-old's, some say in their learning. In a developmentally appropriate way, I’ve already started embedding opportunities for student voice and choice in how we learn rhyming, letters, and SEL skills. Whether they choose between a Seesaw activity, a hands-on center, or a collaborative song, they are already beginning to take ownership.

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Choices That Don’t Feel Like Work

Even in a Pre-K classroom, COVA is not only possible, it’s essential. When students choose how to demonstrate a skill, drawings, videos, storytelling, role-play, they are more motivated and take pride in their learning. I use tools like Seesaw and Google Classroom to offer options and voice. During our rhyming unit for Wonderland (aligned with the Texas Pre-K Guidelines), students might record themselves identifying rhymes, match pictures in digital centers, or create their own rhyme books (TEA, 2022). They see these as “fun” activities, not realizing they’re making purposeful learning choices that foster growth.

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How Pre-K Takes Ownership

My students track goals using visual charts and check-in circles. Obviously, they can’t write detailed reflections, but they can talk, and they do! They love explaining what they’re working on, using vocabulary tied to what they’ve learned. We ask questions like “What did you make?” or “How did you solve that?” which prompt detailed verbal reflections. This sets the stage for cognitive ownership and lays the foundation for their lifelong learning journey.

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Preparing My Littles (and the Bigs!) for COVA + CSLE

To prepare my students, I begin with independence-building routines from day one: choosing centers, expressing emotions during morning meetings, and using tech tools with guided support. Slowly, they begin to understand that learning is their journey, not something adults just hand them (Harapnuik, 2018).

With my colleagues, I lead by example. I’ve shared my ADL journey, how designing my innovation plan stretched me, how creating without strict rubrics led to my best ideas, and how empowering this all felt. They’ve witnessed the COVA approach in action during our co-planning sessions and classroom visits. Together, we explore questions like:
“What if students helped decide how they show their learning?”
“What if your center activities reflected student interests?”

These conversations make room for curiosity without the pressure of a complete overhaul.

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But It’s Not Always Easy...

Giving up control is hard. Early learning thrives on routine, and I worried it might become chaotic. But I leaned into my growth mindset and learned to trust my students. Some struggled with so many choices at first, but with practice and gentle scaffolding, they started flourishing.

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Many of my coworkers were hesitant, used to teacher-led instruction. That’s why I invited them in, modeled lessons, and created low-stakes environments to try COVA ideas. Over time, this built momentum and trust.

Another challenge is balancing personalized learning with the needs of the group, especially in Pre-K where developmental ranges are wide. But tools like self-paced digital centers, visual goal tracking, and small groups helped me bridge that gap while honoring each child’s pace.

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From Checklist to Curiosity: Adopting a Learner’s Mindset

Yes, I’ve fully adopted a Learner’s Mindset. I no longer see teaching as checking boxes off a scope and sequence. It’s now a living, breathing, ongoing process. I reflect constantly, take feedback to heart, and challenge myself just as I challenge my students. COVA has taught me that learning is about the journey, not perfection (Harapnuik, 2018). My classroom has shifted from a place I manage to a space we lead together.  I will continue to grow with my ePortfolio on this educational journey with me personally and with my students. 

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Final Thoughts: Little Voices, Big Impact

Using the COVA approach and CSLE, I’m creating student-centered environments that offer real choice and agency, even in Pre-K. Here's how:

Choice

Students pick how they engage through tech tools, dramatic play, art, or movement.

Ownership

They track goals with visual tools and reflect on their progress in meetings or centers.

Voice

They express learning in ways that suit their strengths through songs, videos, storytelling, or creation.

Authentic Learning

We tie lessons to their lives solving classroom problems, interviewing community helpers, or exploring feelings through puppetry and books.

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Bonus Activity: Song Connection

To reinforce COVA concepts in Pre-K, try adapting “The Wheels on the Bus” to something like:

“The voice in my head says, ‘I can try!’—all through the day!
My choice in my work helps me fly—
I learn in my own way!” 

This helps little ones connect musical fun with deep ideas like voice and agency.
 

References

 

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

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Christensen, C., Horn, M. B., & Johnson, C. W. (2011). Disrupting class: How disruptive innovation will

change the way the world learns (2nd ed.). McGraw-Hill.

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Dweck, C. S. (2016). Mindset: The new psychology of success (Updated ed.). Ballantine Books.

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Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college

courses. Jossey-Bass.

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Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.

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Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of

leading change (2nd ed.). McGraw-Hill.

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Harapnuik, D. (2018). Why ePortfolios? Retrieved from http://www.harapnuik.org/?page_id=5975

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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through

authentic learning. http://www.harapnuik.org/?page_id=7545

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Lamar University. (2021). Applied Digital Learning Program Resources. Lamar University Digital Learning

and Leading.

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McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution: Achieving your wildly

important goals. Free Press.

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National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate

practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.

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Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap for school leaders. ASCD.

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TEA (Texas Education Agency). (2022). Texas Prekindergarten Guidelines. https://tea.texas.gov

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of

constant change. CreateSpace Independent Publishing.