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2018-2019 WI Digital Learning Survey Results, by CESA

DPI is pleased to present the Digital Learning data (2018-2019 school year) for K-12 schools in Wisconsin broken down by CESA! DPI has compiled the survey responses of 420 Wisconsin school districts, which represent over 94% 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 50 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. For the complete set of data by CESA, please scroll to the bottom of the page to find the PDF link.
 

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 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, within each CESA, districts are using a variety of online formats to provide online learning.


The above chart shows, within each CESA on average, more than 50% of districts are including Computer Science programs or courses in their programs of study.


The above chart shows, within each CESA, the majority of districts are integrating the Wisconsin Standards for Information and Technology Literacy in curricular planning across content areas.

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.

In the chart above, CESAs 8 and 10 have the lowest proportion of “wireless-ready” buildings, but each of these has increased by almost 10% over the previous year. CESAs 4 and 9 have the highest proportion of wireless-ready buildings; almost 90% of the schools in these CESAs are wireless-ready. 


The chart above shows the percentage of districts that have assigned a mobile device to all of the students in at least one grade within the given grade band.


The chart above shows in a majority of districts in each CESA, only 60-80% of students can access the Internet from home.


The above chart shows more than 75% of all districts in each CESA is 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.

In the chart above, a larger number of districts across all CESAs are using or planning to use the Wisconsin Digital Learning Plan.


Five in ten districts in CESA 9 have used the Future Ready Dashboard, the highest percentage among the CESAs. CESAs 6, 8, and 11 have the lowest percentage of users, all under 16%.


The above chart shows CESAs 3, 5, and 7 have the most districts working on library plans, and CESA 12 districts are most likely to have a current library plan in place.  

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 majority of districts in each CESA have less than 30% of teachers completing 15 hours or more of professional learning in technology or technology integration. 


Professional Learning Formats Used for Technology or Technology Integration

 

The above chart shows the large variety of professional learning formats being used by districts across all CESAs.

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.

In CESAs 4, 6, 8, and 12, less than 20% of all districts conduct security audits; in most other CESAs, 21% - 40% of districts conduct them. The average across all CESAs has more than doubled since the previous year.


In CESAs 8 and 10, only around 10% of districts require training in data privacy and security -- the lowest percentage among the CESAs. CESAs 1 and 9 have the highest percentage at just over 30%. 

Results for all survey questions (by CESA) in PDF form.

Downloadable PDF copy of this page

For questions about this information, contact Janice Mertes (608) 267-1054, Chad Kliefoth (608) 267-9289