The purpose of this article is to analyze pedagogical technologies that are used to develop digital competencies and digital literacy in primary, middle, and high schools. Analysis of the problem field of research shows that increasing modernization of the industry associated with the processes of digitalization and automatization of technological lines to significant changes in the labor market, as well as adjustments in the portraits of graduates of both schools and higher education institutions. Transformation to an information and digital society causes other ways of presenting information as well as an emphasis on the development of relevant universal competences: critical and analytical types of thinking; ability to work and systematize large volumes of information; leadership skills, as well as the basics of time-management for organizing and planning independent work. The novelty of the work lies in the description of the real experience of modernization of the educational process in the private educational organization "Funscool", evaluation of the advantages and disadvantages of applied technologies compared to similar examples in secondary education in Russia or Europe, USA.  At the same time, the analysis was carried out both for real-time and distance learning formats. Research methodology and methods: in writing the article methods of induction and deduction, methods of comparative analysis and synthesis of information were used, the analysis of various forms of questionnaire survey was carried out.