The article examines the questioning activity, firstly, of teachers of informatics, and secondly, the authors of school textbooks on informatics. For the first case, some methodological techniques are presented that contribute to an increase in the degree of variety of questions that sound in a school or student audience. For the second case, the analysis of the question-task (QT) subsystem of the educational book containing the sections “Questions and Tasks” and “Tasks and Exercises” is carried out. The purpose of this part of the work is to introduce a quantitative characteristic of the question-task subsystem, which reflects the stylistic features of the work of the authors of textbooks and, therefore, can be attributed to the digital trail of the work of the group of authors. With regard to the organization of the work of students, the formation of their individual educational trajectories, a similar digital trail can play the role of one of the characteristics of the digital profile of the student. In the work, B. Bloom’s goal-setting technology is used to consider the questioning activity, and, in particular, the widespread in the literature misconception about the strong verbal predetermination of the types of educational tasks is criticized. This remark is true for Russian-language educational texts.