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 data by district size, 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 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 districts of all sizes are using Virtual Learning Time (VLT) in some way within their schools. The overall number is slightly down from the 2020-21 school year.
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 districts in Wisconsin are integrating virtual, digital learning in some way in their schools.
The above chart shows districts of all sizes are offering STEM programming in their schools that align with DPI's definition.
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 the percent of districts using micro-credentialing in each size category.
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. These numbers represent the percentage of districts that reported the learning format in their top five.