Abstract
This paper is a review of recent researches on digital multitasking. Claiming that digital technologies are changing the traditional roles of a teacher and a student, we must clearly understand a kind of effects arised at the moment digital technologies are used in the classroom. Moreover, the methods of applying digital technologies for the success of students’ academic progress are not always obvious to the teacher himself. The goal of the research analysis on digital multitasking in education problem is to identify shifts in settings and accents from the operationalism methodology to attempts of application of analytical philosophy of consciousness methodology and/or postmodern philosophy. This allows us to analyze the intentions, motives of the educational process participants and thereby define new conceptual boundaries of digital multitasking.
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