This research project attempts to investigate the peculiarities of reactions of Russian schools to changes related to the incorporation of mobile learning and social networks in education, which implied not by the federal government as previously, but brought by students themselves as main users of Internet and mobile devices. Currently, 97 percent of Russian adolescents have they own mobile devices (D.Koroleva, 2016). Despite the official Ministry of Education ban K-12 students still use their cellular phones or tablets in schools. Social network sites are most popular resource among adolescents; they use this service for communication, distribution of information and its consumption. The obtained data shows that the usage of mobile technology is the indistinguishable process for adolescents due to both face-to-face and online communication. Thus, the social situation for child’s development is changing. Nevertheless, penetration of the online communication in everyday lives of scho ol children is ignored by the compulsory education in Russia, and the educational potential of social networks is not considered. The study identified a new, third wave of education informatization, which is coming not from the state as previous ones, but provoked by students themselves as main users and owners of the mobile devices. We argue that this process of change have to be considered by educational stakeholders and policymakers. The research is based on Vygotsky's social constructivist theory (Vygotsky, 1978), and according to Creswell’s mixed methods research design (Creswell, 2005).