Applied Digital Learning Journey Synthesis
Compliation Post
During my educational technology coursework, I experienced a transformative shift through the COVA (Choice, Ownership, Voice, and Authentic learning) approach. Unlike my previous education, which was often structured and focused heavily on grades, COVA gave me genuine freedom to create meaningful projects that aligned with my professional goals. This autonomy allowed me to develop an innovation plan that integrates technology into the 6th grade language arts curriculum. Adapting to this new way of learning required a significant adjustment, but it helped me grow more confident in my ability to lead organizational change. I also came to appreciate the importance of seeking feedback from colleagues earlier in the process. Moving forward, I plan to implement the COVA approach in my own classroom because I believe it will empower my students to take ownership of their learning. At the same time, I’m aware that there may be resistance—from both students and fellow educators—and I’m preparing to address those challenges thoughtfully.
As I prepared to launch my innovation project, Tech-ing TEKS: Blended Learning Initiative, I felt proud of the thoughtful planning, research, and design I had completed to create meaningful, student-centered learning experiences. Grounded in the COVA model and supported by a strong foundation of research on blended learning and digital literacy, my goal was to empower students through choice, voice, and authentic engagement. I developed tools like a Growth Mindset Plan, an Action Research Design, and aligned curriculum using Fink’s 3-Column Table to support both academic and personal growth. While I anticipated challenges during implementation, I was committed to adapting based on feedback and saw the process as an opportunity to grow as both an educator and instructional leader.
