The essence of this paper is aimed at highlighting some causes / factors that can be considered quite significant in the implementation of performant technologies, smart phones, in didactic activity. In the absolute majority of works exposed to readers, sociological questionnaire-based technology is used. Such a problem approach can not uncover the causes of the numerous confrontations between adherents and opponents of the involvement of smartphones in pedagogical activity. Importantly, adequate and perspective responses should not to be expected from either students / teachers or teachers. These two sides are always opposed to the tendencies of elevating the level of study / teaching. On the one hand, the student / student desires a most modern way of studying, and the teacher strives to organize a more rational, more convenient activity for him / herself, on the other. Any change in ordinary work requires additional efforts, including in the field of education. The mobile phone is nothing more than a regular PC with small physical size. As a rule, when teaching the same subject, different teachers may involve information technology tools in corresponding with the domain  and their pedagogical skills. Here is the basic problem. Inappropriate involvement of mobile phones during study hours can substantially discredit the image and efficiency of using them. Applications on smartphones with a perspective to be used in the field of education must correspond to properties characteristic of the thematic domain competence plus pedagogical mastery (both of the same level of importance).