DPI is pleased to present the state-level digital learning data (2021-22 school year) for K-12 public schools in Wisconsin! DPI has compiled the survey responses of around 90% of Wisconsin school districts. School district participation was voluntary and greatly appreciated!
On this page, you will find charts that represent a cross-section of the survey questions included in the Digital Learning Survey. The charts are inclusive of all five gears of the Wisconsin Digital Learning Plan and include a brief explanation of the data shown. This is the fifth year of the longitudinal survey and can be leveraged to identify trends. For the complete set of CESA data, please scroll to the bottom of the page to find the PDF link. Archived versions of previous surveys can be found in the menu on the left of the page.
***Data from the 2020-2021 survey contains information provided by districts during a year that included COVID-19. The data from this survey may be affected by this event, but it is still very valuable to use while analyzing local district planning and programming. Many Wisconsin districts have modified the learning experience in their schools and that shift may be reflected in the survey data provided during this year.
Hover over the chart to view the exact numbers of each data subset.
Gear 1: Instruction, Learning, and Assessment
The Wisconsin Digital Learning Plan is about teaching and learning in the digital environment in which citizens now live and work. It is not about devices, software, apps, or the latest tools. It is about the thoughtful planning, preparation, and analysis of student outcomes, professional learning, culture, and leadership.
The above table shows that districts, within each CESA, leverage a wide variety of tools and resources to support their online/digital learning opportunities.
The above chart shows the breakdown of districts within each CESA that are using Virtual Learning Time as a short-term continuity of learning option.
Gear 3: Empowering and Innovative Leadership
Innovative leadership has the opportunity to inspire change, support risk-taking and communicate expectations of use through curriculum, goals, and outcomes for all learners.
The chart above shows the majority of districts in all CESAs reported using virtual, digital learning in some way over the last year (fully virtual, blended, or hybrid).
The chart above shows many districts, across all CESAs, are leveraging a digital classroom platform or learning management system in their schools.
The chart above shows all CESAs across the state include districts offering STEM programming that aligns with DPI's definition.
Gear 4: Professional Learning and Building Capacity
Professional development encourages, facilitates, and often requires education professionals individually and collaboratively to create, join, and sustain professional networks both within and outside of the district, frequently leveraging the latest in social media. If districts establish flexible policies and practices that encourage and credit the personalization of professional learning for teachers, administrators and other education professionals, the result ultimately will help reduce the digital divide by fostering equitable learning opportunities focused on critical thinking, communication, collaboration, and creativity and innovation.
The above chart shows the percent of districts within each CESA that are currently using micro-credentialing.
The above chart shows the percentage of teachers within each CESA that receive at least 15 hours/year of professional learning in tech/tech integration.
Professional Learning Formats Used for Technology or Technology Integration
The above table shows the large variety of professional learning formats being used by districts across all CESAs. The chart shows the percent of districts that chose the format in their top five.