The main form of organization of learning in the modern school is the lesson. This should be taken into account in the development of tools for the education system. Since school students are taught most subjects in the classroom-lesson system in specialized classrooms, the prospects for increasing the effectiveness of the classroom-lesson system are associated with equipping classrooms with didactic and technical teaching tools and improving the types of lessons and their modules. In this connection, great hopes are pinned on information and telecommunication technologies. Take, for example, a subject lesson in a computer class with an interactive whiteboard. In this case, the teacher, while preserving a nearly complete arsenal of methodological tools at his or her disposal, can increase it many times over with the capabilities of ICT. This, first of all, requires electronic educational tools which can be easily built into the structure of the lesson. Unfortunately, however, most of the existing ICT tools are designed for individual work.
Therefore, since school will remain classroom-based for the foreseeable future, it is doubtful whether we can say that there has been a significant change in the minds of subject teachers and pedagogical experts with regard to the prospects for using ICTs in the educational process. The currently available online versions of multimedia CD-ROMs are the most accessible educational tools for schools. Theoretical material is presented in symbolic and symbolic form and accompanied by the usual static drawings and illustrations. Such publications are designed for individual Independent work, so their use in the classroom is considered very problematic.