The problem of digitalization is one of the most relevant, but at the same time debatable areas of modern educational system. The introduction of modern digital technologies into the learning process greatly enhances our ability to create adapted, accessible, individualized, and evolving learning environments, but it also includes many risks. In V.V. Rubtsov noted that the introduction of new educational technologies requires conducting fundamental and applied psychological and pedagogical research, which precedes introduction into the mass school. Otherwise, the learning process can be turned into a simple «programming» of students’ actions and operations, destroy the whole system of «teacher-class» or «student-student», divide it into separate elements such as «student-computer». Many researchers note that until now the introduction of digital technologies only as a new «external shell» for old purposes, methods, and programs of training, which continue to have the character of «broadcasting» of information and «exercising» skills remain the widespread problem. At present, there are two main positions on the problem of digitization. The fi rst is described in the digital-algorithmic approach, where the execution of a predefi ned program with predefi ned rules is aligned with the correct task solution. This position is no different from the system of programmed learning. The second position is described in the digital-cognitive approach, where a digital program or technology serves as a means of enhancing teacher and students’ ability to communicate with each other, modeling, and presentation of thinking acts and joint actions. The most striking examples of this approach in practice can be presented by methods: «Swimming of Solid» and «Lever», (E.V. Vysotskaya, V.V. Rubtsov, I.M. Ulanovskaya), «Pilot-Locator» (A.G. Kritsky), PL-modifi ed (L.S. Kuravsky, A.A. Margolis, etc.), «Scale» (E.I. Isaev, A.V. Konokotin, V.V. Rubtsov).The key to understanding digitalization in education is to view new technologies not as an end in themselves, but as a means of empowering teachers to organize a system of learning activities that are shared among participants.