Part A: Reflection on COVA, CSLE, and My Learning Journey
Throughout my journey in the Applied Digital Learning (ADL) program, the COVA (Choice, Ownership, Voice, Authentic Learning) model and the creation of Significant Learning Environments (CSLE) have fundamentally shaped my identity as an educator. What began as an effort to make a small library space more interactive has grown into a full classroom experience rooted in student voice and agency.
Starting as a library paraprofessional, I used iPads and QR codes to enhance student engagement in a more digital, hands-on library. Now, as a full-time Art and PALS teacher, I’ve expanded that same innovation into my classroom, designing authentic learning experiences that give students meaningful choices and ownership over their work.
You can view the origins of this transition and my evolving technology integration through my Innovation Plan, which documents how I initially proposed using iPads and QR codes to create an interactive learning experience that evolved with my new teaching role.
First Encounter with COVA: Empowering Students Through Technology
When I first encountered the COVA model, I was unsure how impactful giving students control over their learning could be. However, that changed when I witnessed students light up while scanning QR codes linked to self-guided art tutorials. These digital resources allowed students to engage more independently and deeply, giving them a stronger sense of autonomy.
This was a turning point that influenced how I viewed learning environments. These early experiences helped me cultivate a growth mindset, especially during times when I felt like an outsider in the ADL program as a paraprofessional surrounded by classroom teachers.
You can explore more of my personal development and mindset shift in my Growth Mindset Plan, which captures how I leaned into discomfort and grew both personally and professionally.
Applying COVA in My Classroom
Now, as a classroom teacher, I intentionally integrate the COVA approach in both Art and PALS. My students are given choice in how they complete their projects, whether through traditional materials or digital tools like Canva, Sketchbook and ArtSet. They take ownership by choosing their artistic themes, styles, and mediums. Their voice is reflected not only in their creations but also in how they present and share them. Each student turns their final work into a QR code that is displayed outside the classroom, creating a dynamic gallery that showcases their creativity and pride.
This instructional approach aligns with the teaching beliefs outlined in my Learning Philosophy, where I express my commitment to meaningful, student-centered learning supported by technology and creativity.
Part B: Building Significant Learning Environments (CSLE)
What I’ve learned in the ADL program is that CSLE isn’t just about technology, it’s about intentionally cultivating an environment that promotes collaboration, engagement, and exploration. My classroom has become a space where students feel safe to experiment, share, and own their learning journeys.
I’ve grounded much of my work in research as well. My Literature Review explores how QR codes and iPads can impact student learning, offering evidence that supports my approach and helps guide future classroom innovations.
Evidence of Integration Across the ADL Program
To meet the full expectations of this reflection, I’ve embedded key artifacts from my ADL coursework below. These pieces demonstrate how my understanding of COVA and CSLE has grown and how I’ve applied it across multiple projects:
✅ Innovation Plan: My evolving classroom tech initiative
✅ Growth Mindset Plan: My personal journey and early challenges
✅ Learning Philosophy: My foundational beliefs as an educator
✅ Literature Review: Research support for integrating tech in meaningful ways
✅ ePortfolio Homepage: A cohesive collection of all my ADL work
Conclusion: Looking Ahead
The COVA model and CSLE framework have permanently changed the way I teach. What started as a small QR-code project in a library has become a larger mission to empower students through authentic learning and digital creativity. I now see my role not just as an instructor, but as a facilitator who helps students explore their ideas, express themselves, and take charge of their learning.
Thanks to the ADL program, I’ve built a foundation that will support my future efforts as a teacher and leader. I’m excited to continue implementing the COVA approach in ways that benefit not only my students but my campus culture as well.
References
American University. (2020, June 25). How important is technology in education? School of Education. Retrieved May 2, 2025, from https://soeonline.american.edu/blog/technology-in-education/
Harapnuik, D. (n.d.). COVA — It's About Learning. Retrieved May 2, 2025, from https://www.harapnuik.org
Harapnuik, D. K. (n.d.). CSLE+COVA. It's About Learning. Retrieved May 2, 2025, from https://www.harapnuik.org/?page_id=6988
Noah, T. (2022, August 18). 8 ways to use QR codes in the classroom. Center for Innovative Teaching and Learning. Retrieved May 2, 2025, from https://citl.news.niu.edu/2022/08/18/8-ways-to-use-qr-codes-in-the-classroom/
Summerford, M. (n.d.). COVA and CSLE. Teaching Blueprint. Retrieved May 2, 2025, from https://sites.google.com/view/teachingblueprint/cova-and-csle
Thibodeaux, T. N. (n.d.). COVA. Learner's Mindset. Retrieved May 2, 2025, from https://tilisathibodeaux.com/wordpress/?page_id=538
Walden University. (2020, June 25). Top 5 benefits of technology in the classroom. School of Education. Retrieved May 2, 2025, from https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-technology-in-the-classroom