The article discusses the problems associated with the current trends of digital transformation of education. The degree of psychodidactic novelty of the proposed changes in education, the functional capabilities and limitations of the use of digital technologies in teaching, their relationship with the traditional classroom system are considered. The research method is based on a critical analysis of a number of domestic publications on the problems of substantive, procedural and organizational aspects of building a personalized education system. The issues of psychological mechanisms of cognitive activity of students in the new learning environment, its age and individual variants are particularly emphasized.