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2019-2020 WI Digital Learning Survey Results, by State

DPI is pleased to present the state-level Digital Learning data (2019-2020 school year) for K-12 public schools in Wisconsin! 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 14 charts that represent a cross-section of the 53 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 third year of the longitudinal survey and is the first year we can identify trends across the state.  Know that not every chart shown will depict a three-year scope of data as some questions have only been on the survey for one or two years. For the complete set of state-level 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.

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 chart shows that on average, the majority of curricular materials in districts continue to be in print format as opposed to digital, though the use of digital materials continues to increase.

The above chart shows that many districts leverage Wisconsin produced and Open Source materials for their online/digital learning opportunities.

The above chart shows that 16% of districts state-wide (66 total) have implemented 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 above chart shows that a growing number of districts have an infrastructure capable of supporting 1:1 environment.

The chart above shows the percent of districts that have a device assigned to each student within the given grade band. Only 2% of districts that answered do not have any devices assigned.

The above chart shows that six out of ten districts reported that more than 75% of their students have enough home Internet access, but this also highlights 25% that still cannot access the Internet.

The above chart shows the majority of districts are not checking out mobile hotspots.

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 over 50% of districts leverage the Digital Learning Plan (somewhat or extensively) in their district planning. 

The above chart shows an increase in the number of districts utilizing the Future Ready Dashboard over the last three years. 

The above chart shows that in 2019-20 approximately 57% of districts do not have a library plan, which is up 13% from 2018-19. We believe that as we have worked to build awareness around the importance and value of library planning, more districts have come to a clearer understanding of this work and the realization that current plans are not in place. Focused efforts to build capacity for effective, well-implemented library planning have been a priority for DPI. Resources to assist with this process can be found in the WISELearn School Library Planning Group.

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 about 50% of all Network Technical Staff receive more than 15 hours of professional learning on technology annually and less than 50% of administrators and teachers receive the same amount.

Professional Learning Formats for Technology or Technology Integration


That above chart shows that, though the order of the top five professional learning opportunities utilized has changed, districts continue to leverage the same opportunities.

Gear 5: Data and Privacy

Data privacy and security are foundational elements of digital learning. A personalized, learner-centered environment uses technology to collect, analyze, and organize data to improve the effectiveness and efficiency of learning. The district ensures sound data privacy and security policies, procedures, and practices are in place at the district, school, classroom, and student levels.

The above chart reflects districts that conduct data, privacy and security audits. This is a 15% increase from the 2018-2019 school year data.

DPI has the following data and cyber security resources for school districts:

The above chart reflects districts that require annual training for staff on data privacy.

DPI has the following data and cyber security resources for school districts:

PDF copy of the full survey data (state-level)

For questions about this information, contact Amanda Albrecht (608) 267-1071