The availability of a significant number of tools for the organization of distance learning did not contribute to the rapid and effective transition of general secondary education institutions to distance learning during the pandemic and quarantine. There was a lack of a teacher competent in digital technology to implement curricula and meet the educational needs of students who actively use mobile phones, home tablets, laptops, etc.

It is quite difficult for teachers to use Internet technology: they do not have the experience, skills, digital educational content; they lacked available methodological support and didactic materials, comprehensive management decisions for distance learning. Many teachers of physics, chemistry, and biology were unable to use ready-made computer simulation systems (SCMods) because they did not have experience in online collaboration with students.