DPI is pleased to present the Digital Learning data (2019-2020 school year) for K-12 schools in Wisconsin broken down by CESA! DPI has compiled the survey responses of 405 Wisconsin school districts, which represent over 90% of all districts in the state. School district participation was voluntary and greatly appreciated!
On this page, you will find charts that represent a cross-section of the 53 questions included in the Digital Learning Survey. The charts correspond with the gears of the Wisconsin Digital Learning Plan and include a brief explanation of the data shown. This is the third year of the longitudinal survey and is the first year we can identify trends across the state. For the complete set of district size 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.
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 thoughtful planning, preparation, and analysis of student outcomes, professional learning, culture, and leadership.
The above chart shows on average, the majority of curricular materials districts use, within each CESA, is in print format as opposed to digital.
The above chart shows that districts, across all CESAs, leverage Wisconsin-produced and Open Source materials for their online/digital learning opportunities.
The above chart shows that some districts across all CESAs are working to implement some form of Virtual Learning Time in their district. Another 60+ districts have identified they are currently working on a plan this current school year.
Gear 2: Technology and Hardware
The emphasis of this section of the Plan is on the deployment of the systems critical to the success of all efforts toward student achievement. Those systems include student devices, digital content, networking hardware and software, bandwidth, service provider contracts, leadership, and technical training and support.
The chart above shows how many districts have assigned a mobile device to all of the students in at least one grade within the given grade band.
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 above chart shows districts are leveraging the Wisconsin Digital Learning Plan in their district planning process.
The above chart shows some districts in all CESAs are using the Future Ready dashboard.
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 that commitment to professional learning in technology is similar across school districts of all sizes.
Professional Learning Formats for Technology or Technology Integration
The above chart shows all districts use a multitude of options for delivering professional learning opportunities for staff.
Gear 5: Data and Privacy
Districts across Wisconsin continue to improve and grow the data security and privacy posture. As threats continue to increase, DPI and districts can use this data to assist in planning and preparing for data and cyber incidents. As this is an area that changes rapidly, plans and audits also need to be ongoing and continual.