Systematization of teaching materials is an important methodological form not only in the learning process, but also in teaching, which helps primary and secondary school students to learn and master the school curriculum. It is a type of productive repetition in which students create an overview of the facts and generalizations they have learned, interconnect them and present them visually. This process intensifies thinking, that is, productive systematization generates productive thinking. Visual presentation and review of curriculum content is most often accomplished by creating maps, time lines, posters, billboards, diagrams, infographics, models etc. There are two ways of creating these content reviews: the traditional one (i.e. manually), and by using digital tools. This thesis provides descriptions and comparisons of traditional and digital content systematization options with both their advantages and disadvantages. There is a number of digital tools that make this possible and they are free, practical and easily accessible to anyone. For the purposes of the thesis, a research was conducted to determine the frequency of use of digital tools in the systematization of curriculum in relation to the traditional method of systematization without the use of computer technology, as well as satisfaction with the use of certain forms. Teachers regularly systematize the curriculum with their students and are pleased to use digital tools because they notice both greater motivation and engagement in students and greater self-satisfaction with their own work.