Introduction. Currently, there is an intensive introduction of digital technologies into education, which brings with it certain conveniences and advantages. However, many researchers note that the digitalization of education can carry serious risks, primarily for the students themselves. To minimize these risks, it is necessary to study in detail the impact of the use of digital technologies on the younger generation. Aim. To study the bioelectrical activity of the brain of children studying at a school with the active use of digital technologies (digital) and with a predominance of traditional educational technologies (traditional), in comparison with the data obtained earlier, before the start of the digital transformation of education. Methodology and research methods. EEG recordings were made in 12-year-old children who studied at a school with the active use of ICT and at a school with a predominance of traditional technologies in the educational process. The data obtained were compared with data from a similar study conducted in 2008. EEG recording was carried out at rest with open and closed eyes and while solving three types of tasks: arithmetic, verbal-logical and spatial thinking tasks. Conducted spectral analysis of the EEG and comparison of the spectra in different experimental situations in children of digital, traditional schools, and data obtained earlier. Results. The predominant frequency of the alpha rhythm was 8.43-8.66 Hz, which is lower than in the previous study, especially among digital school students, but within normal variability. At rest with closed eyes, children of the digital school have significantly higher power in the alpha, theta, and beta ranges. With open eyes, students in a digital school experience a more pronounced depression of the alpha rhythm. When presented with experimental tasks, students of the traditional school experience a pronounced and correctly distributed increase in the bioelectrical activity in the theta and beta ranges over the regions of the cortex, which corresponds to the data of previous studies and age norms. In contrast to the traditional one, in children studying in a digital school, an increase in the power of the theta rhythm is observed only in the pole leads. The differences between the traditional and digital schools are significant. These differences indicate a certain deficiency in the mechanisms of attention, memory, motivation, and goal-directed behavior among students in a digital school. Students in the digital school showed a high power of the beta range with their eyes closed, especially in the central and temporal cortical zones. In all other conditions, the power of this range was lower, especially when solving problems. Differences between children of traditional and digital schools in terms of the power of the beta rhythm are also significant. It is characteristic that all students of the digital school showed low efficiency in solving experimental problems. We also compared the EEG parameters of siblings who studied in the same class of a traditional school, one of which was fond of programming. It was found that siblings differ from each other in the same way that digital and traditional school students differ. The differences are significant in the situation of solving verbal-logical problems. Conclusions: 1. It was revealed that at rest with closed eyes, all the examined children are within the limits of the described norm for this age, the bioelectric activity of students of the digital school shows signs of less maturity. 2. It is shown that in the theta range, children studying in a traditional school demonstrate a typical reaction with low power values at rest and an increase with intellectual load. Pupils of the digital school were found to have an excess power of the theta rhythm at rest and, on the contrary, its insufficient reactivity under intellectual load. 3. The bioelectrical activity of students of the traditional school in the beta range corresponds to a typical pattern - at rest, the power of activity in this range is minimal, while it increases with intellectual activity. For students of the digital school, activity in the beta range is reversed - its power is maximum at rest with eyes closed, no increase in the power of this range is recorded during intellectual load. 4. It was found that a student who is actively involved in programming and studying in a traditional school demonstrates a pattern of bio-electrical activity similar to students of a digital school, unlike his brother, who has other hobbies.