The article discusses some risks, losses and gains resulting from the incorporation of media education in the Russian education system. It focuses on the fact that everything is new and unknown in its internal potential, which does make a positive or negative impact on the existing life, does always cause alarms and encourage therefore the public consciousness to identify risks, losses and gains, even in the case when something, which is the media in our case, had, with all reservations, a historically positive influence in the enlightenment, and at the same time in the formation of civil society, becoming a rose of morality among the spikes of modern times. Today, media go further. They do declare themselves to be the educational technologies, the potential of which is unlikely able to overcome the educational tradition as a whole, not only because education is a process that combines theory and practice, which is presented in unity and inextricability, but also due to the fact that the media themselves are not able to offer real practice. Anyway, media are the farther or closer reflection of the practice, but ultimately distant from it. In this connection, the absolutization of the media education and its forced planting implies risks of the dogmatism return to the education system, which deprives education of its main strength, a teacher, whose explanatory ability cannot be replaced by any artificial intelligence, digital and media tools. The introduction of digitalization in the educational process should become a natural process and the need of a particular educational program. Only the competency-based need should be the fundamental criterion for the incorporation of the media educational technologies.