The article analyzes the parental opinion on features of the usage of modern media resources in organizing for the development of the personality process in a family. The purpose of research was to study of parents' understanding of the goals and objectives of media education and also the real parents' needs in media resources to facilitate the process of personality development their children and give them new information about the process of education. We used the following methods of cognition: a problem method, a survey method, a system-structural method. The study involved 500 parents from different regions of Russia (62 regions). Parents were asked 6 questions. The survey showed that parents confuse the concepts of "media education" and "information communication technologies". They mean digital education by media education. This creates a false understanding of the goals of media education. Also most often parents refer to media resources to look for ready-made solutions to educational tasks for their children. At the same time the potential of educational media platforms and other resources for personality development children remains little in demand. The use of media resources by parents to study various approaches to raising children is difficult due to the peculiarities of people mentality of the country, accustomed to adopt the model of education from parent family. The study made it possible to identify the difficulties of learning schoolchildren with the help of media resources. It concludes that, first of all, parents do not indicate the difficulty of a technical nature (the lack of a computer in the family, the lack of an Internet connection) and distrust to the usage of new information technologies as children's personality development tools. The difficulties were in organizing qualitative learning process in new conditions that children could master with a high degree of motivation and independence. Parents are often not aware of the goals and objectives of media education. Therefore, parents and children need clarification about the goals of media education. Competent pedagogical support of the media education process can help parents become "allies", and not "opponents" of teachers in the formation of media skills of schoolchildren.

In this paper we will analyze parental view on the difficulties in organizing mass education for students through media technologies usage in the spring of 2020. The goal of the research is to study the most significant learning difficulties in the new format, which have been pointed out by parents. The following methods of cognition have been used in this study: problem method, survey method, system-structural method. The study engaged 400 parents from different regions of Russia (54 regions). Parents were asked to answer 5 questions. Parents identified 3 forms of learning through media technologies used by teachers: extended "take-home assignment" mode; online lessons mode and mode of working with educational platforms. Parents pointed out the poor quality of education by means of the media technologies to have been chosen. The study showed low parental satisfaction with the learning process. A media technologies learning difficulties model was created (according to parents). Among the significant learning difficulties, parents highlighted the low media competence of the pedagogical as well as parental communities, the shortage of competent mechanisms for children's knowledge assessment, the lack of proper motivation for learning as well as zero independent work skills. Parents indicated that children did not have the opportunity to learn while communicating interpersonally with the teacher and peers. A fore-referenced difficulties were identified by parents as the major setbacks to media technologies usage in modern schools. Therefore, in the minds of parents, this learning model should be investigated intensively and seriously improved by the teaching community.