Ed Tech Data Summary
The Wisconsin Digital Learning Plan (c2016) has been a cornerstone in guiding school districts towards creating learning environments that are more meaningful, relevant, accessible to economically disadvantaged students, and cost-effective. With an ongoing commitment to ensuring that learning environments remain equitable, personalized, applied, and engaging, the CESA Instructional Technology Services Committee (Council) was recently tasked with reviewing the Wisconsin Digital Learning Plan from 2016. That work is still ongoing and the members of that committee have been diligent about making valuable recommendations to update the WDLP as well as the digital learning survey.
DPI is proud to unveil the 2024 digital learning data from the 2023-24 school year for K-12 schools across Wisconsin. This year, an impressive 91% of Wisconsin's public school districts participated in the survey, covering all aspects of the five gears of the Digital Learning Plan. The data presented on this website offers a valuable cross-section of the comprehensive data collected, designed to support data-driven instructional leadership and strategic planning. Here is a PDF of the survey questions that were asked of districts for 2024. Additionally, here is the raw data collected (without district identifying information) that was used to make the graphs, charts, insights, and indications you'll find in the results.
As we look to the future, we acknowledge the evolving landscape of digital learning. In response, next year's survey will undergo significant updates. We plan to retire some of the less useful questions and introduce new ones that are more aligned with the current realities and needs of digital learning. This adjustment ensures that our data collection remains relevant, timely, and beneficial for all stakeholders involved.
Furthermore, the review of the Wisconsin Digital Learning Plan from 2016 is a reflection of our commitment to staying at the forefront of educational innovation and effectiveness. The update process is being considered carefully to ensure that the revised plan continues to serve as a robust framework for integrating digital learning into Wisconsin's educational strategies. In the interim, it is recommended that districts who are looking for guidance and recommendations for district digital learning plans utilize All4Ed’s Future Ready Frameworks.
Through these efforts, DPI aims to maintain a rich collection of longitudinal data that informs key stakeholders, including individual school districts, Cooperative Education Service Agencies (CESAs), professional organizations, the Wisconsin Legislature, and the citizens of the state, about the progress and direction of digital learning.
The survey data has been meticulously analyzed and presented in three formats for comparison: results at the state level, results by district size, and results by CESA region. Each section includes detailed graphs and interpretations of the data, offering insights into the state of digital learning across Wisconsin. For those interested in historical data, previous years' results are accessible through the menu on the left side of the page.
This initiative is part of DPI's ongoing effort to foster an educational ecosystem that not only adapts to the changes in digital learning but also thrives on innovation and inclusivity.
Some key findings:
- This year's survey included questions about Artificial Intelligence, including concerning district policies on AI. As to be expected given the newness of AI in education, 88% of the districts surveyed currently had no official policy at this time. Many commented that it was in the works or that they were waiting for board approval.
- The slight increase in districts blocking social media across all grades could indicate a trend towards more comprehensive digital safety policies. This might be in response to growing concerns about the impact of social media on students' mental health and privacy. It seems to indicate that districts are adapting and reevaluating their social media policies over time, possibly in response to changing social norms, technological advancements, and educational priorities.
- Overall, the longitudinal data from 2023 to 2024 on YouTube restrictions across grade levels reveal a landscape where educational districts continue to grapple with the dual nature of YouTube as both a valuable educational resource and a platform requiring careful oversight to ensure student safety and focus. While both years show a mix of responses, there's a noticeable increase in specific grade-level restrictions indicating a more nuanced approach to YouTube restrictions.
- The data suggests an increased diversification in the use of digital learning tools and resources from 2023 to 2024. Districts may be exploring a wider array of digital options to support learning, possibly in response to evolving educational needs, technological advancements, or feedback from previous implementations. In addition, the repeated mention of distance learning tools in both years underscores the continued importance of remote and hybrid learning models in the educational landscape.
- When comparing the content districts provide in the areas related to digital learning (i.e. computer literacy, cybersecurity, digital citizenship, and information literacy), changes in the combinations and frequencies of instruction types offered from one year to the next may indicate adaptations in educational strategies to meet emerging needs, technological advancements, or feedback from stakeholders (students, parents, educators). The data may also indicate potential for increased collaboration among districts to share resources, strategies, and best practices in teaching these critical digital areas, leveraging collective experiences to enhance instruction.
- When asked about the utilization of any virtual online digital learning (fully virtual, blended/hybrid), comparing the data from the 2023 survey to the 2024 survey provides some noteworthy insights. The presence of virtual digital learning across both years highlights its stable role in educational delivery, yet the specifics—such as the decrease in usage or shifts in preferred tools and platforms—suggest an evolving landscape. Changes from 2023 to 2024 could reflect broader educational trends, such as a reassessment of the role of virtual learning post-pandemic, shifts in educational technology, or changes in district priorities and resources. The varied staffing strategies indicate districts' efforts to adaptively manage the delivery of virtual learning, potentially influenced by factors like budget constraints, expertise availability, and educational goals.
DPI highlights that the information presented on these pages represents a snapshot at a specific moment. Longitudinal data is valuable as it shows growth and progress over time. However, changing survey questions to meet the ever evolving landscape is also vital to keep up to date information.