Office of Digital Learning
Department of Elementary and Secondary Education
Digital Learning in Massachusetts (2011-2012)
Instructional Technology Staffing by District*
Empowering our students and educators
with 21st century tools requires adequate
professional development and support.
Knowledgeable staff can help provide the
ongoing support needed to maximize the
use of technology for digital learning.
21%
Instructional Technology
staff for most schools
Instructional Technology
staff for some schools
54%
25%
No Instructional
Technology staff
Digital Learning Implementation*
A one-to-one initiative provides every student and teacher with a mobile device for learning activities. Most districts
implementing one-to-one initiatives are doing so in a specific grade(s) and/or subject(s).
14% of districts reported that they have a one-to-one initiative in place. **
37% of districts reported that they plan to implement a one-to-one initiative in the near future. The majority of these
initiatives will be implemented at the high school level.
With the next year
Within 2-3 years
Within 3-5 years
4%
19%
14%
45% of districts allow Bring Your Own Device (BYOD), with the highest percentage at the high school level.
97% of districts allow students to use school computers before or after school. After school hours, the majority of students
are informed they can access the Internet at their local library.
100% of districts reported that they provide instruction to students about the acceptable use of technology, including
ethics, safety issues, and cyberbullying.
100% of districts consider accessibility for students with disabilities when purchasing hardware, software, or other digital
materials.
54% of districts reported having a requirement to teach keyboarding skills, with the majority teaching these skills at the
elementary school level.
57% of districts use a Learning Management System (LMS) which administers online courses and tracks student progress,
the majority are using Moodle.
Districts reported 3,627 students took at least one online course in 2011-2012.***
*This information is based on 2011-2012 Digital Learning Survey data submitted by 221 Massachusetts school districts- snapshot in March 2013.
**Assabet Valley Reg. Voc- Tech, Bedford , Belmont , Benjamin Banneker Charter , Burlington, Cambridge , Carlisle , Chelmsford, Codman Academy
Charter, Dedham, Douglas , Farmington River Reg. , Hull , Lexington , Littleton, Marlborough , Maynard, Medfield , Mendon-Upton , Millis , Natick ,
Needham , Norwell , Revere , Sandwich , Shrewsbury , Smith Leadership Academy Charter, South Shore Reg. Voc-Tech, Wareham , Wayland , Wellesley,
and Weston.
***ESE anticipates not all districts are reporting online courses correctly in the Student Course Schedule (SCS). Virtual High School (VHS) reported 3670
unique MA students taking at least one VHS course, so the data reported by districts may not accurately reflect all of the students taking online classes
in the Commonwealth.
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Infrastructure and Device Readiness ****
Infrastructure Readiness
15%
Next Generation Learning
77%
Minimum PARCC
Device Readiness
Recommended Devices
18%
52%
0%
20%
40%
Minimum Devices
60%
80%
100%
Next Generation Learning – external connection and internal wireless network supporting access to at least 1 gigabit per 1,000
users and 300kbps or better for every user during peak.
Minimum PARCC – external connection and internal school network support 100kbps per tester or faster.
Recommended Devices – 1GB memory, 8.5-12 in. monitor size and 1024x768 screen resolution.
Minimum Devices – 512 or 1GB memory, dependent upon device; 9.5-12 in. monitor size and 1024x768 screen resolution.
See PARCC website for more detailed device requirements.
Blended Learning and Technology/Digital Content *****
Of the districts using blended learning models in the classroom, the most frequently used model is the Rotation Model and
the least frequently used is the Enriched Virtual Model. Technology/digital content is integrated most often at the high
school level and least often at the elementary school level. English/Language Arts and Mathematics digital content is used
frequently at all grade levels. The use of Foreign Language digital content is particularly strong in high school at 80%, while
the Arts seem to have the least frequency of use in the classroom.
Student Information Systems Use Across LEAs******
Pearson (PowerSchool)
21%
Follett Software (X2)
21%
IMG (iPASS)
19%
Rediker Software (Admin Plus)
18%
Other Vendor
7%
In House
5%
Computer Resources (MMS)
4%
Aptium (SchoolBrains)
4%
0%
5%
10%
15%
20%
25%
****This information is based on Partnership for Assessments of Readiness for College and Careers (PARCC) Technology Readiness Tool December
2012 data collection – snapshot in February 2013
*****This information is based on 2011-2012 Digital Learning Survey data submitted by 221 Massachusetts school districts- snapshot in March
2013.
******This data was captured as part of the ESE Schools Interoperability Framework (SIF) initiative.
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