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 fourth year of the longitudinal survey and can be leveraged to identify trends. 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.
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 school districts of all sizes are using a combination of print and digital formats for their curricular content.
The above chart shows that districts, no matter the size, leverage a wide variety of tools and resources to support their online/digital learning opportunities.
The above chart shows that more schools are using Virtual Learning Time (VLT) in some way within their schools (230 districts this year compared to 66 in 2019-2020).
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, no matter the size, many school districts in Wisconsin are integrating virtual, digital learning in some way in their schools.
The above chart shows districts with less than 500 students report having fewer STEM programming options than those districts with more than 500 students.
The above chart shows many districts, no matter the size, are leveraging a digital classroom platform or learning management system in their schools.
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 districts of all sizes use a multitude of options for delivering professional learning opportunities for staff.