In modern society, digital technology is becoming increasingly important and, at the same time, is experiencing a growing interest in the research landscape. Without digital technology, active participation in professional or private life is no longer imaginable. The European Union also takes this fact into account by establishing digital competence as one of the key competencies for lifelong learning (European Commission 2006, 2018). The development of digital competence and the use of digital technologies in the teaching-learning process also poses major challenges for teacher educators and future teachers, as teachers are expected to contribute to better teaching quality through the use of ICT while serving as role models for the next generations. On the one hand, teachers must have their own digital competence, and on the other hand, they should design lessons in such a way that learners also develop the necessary digital competence. Based on the relevant literature, it can be seen that the concept of digital competence has changed with the development of digital technologies. According to the survey, the course proved to be a successful dovetailing of theory and practise, enabling future teachers to acquire sufficient digital competence for beginners in both areas (learning and teaching). The selfassessment shows that they are able to plan and design lessons and integrate digital media into various learning processes. They can create collaborative learning opportunities and are able to promote self-directed learning. Future teachers will be able to communicate successfully using digital media. They are less digitally literate in the area of assessing learning outcomes. Although today's students belong to the generation of digital natives, they do not automatically have highly developed digital competence that they can easily apply in their professional lives, nor should it go unmentioned that digital competence varies widely among future teachers. For this reason, designing the course in the context of teacher training is more than necessary.

Der Beitrag setzt sich zum Ziel lehrwerkbegleitende Online-Übungen unter vier Aspekten zu analysieren: Quantitativer Aspekt, Übungsformate, Förderung der Sprachfertigkeiten und Taxonomie der Lernziele. Das Korpus besteht aus 820 Online-Übungen, die als Zusatzmaterial zu sieben unterschiedlichen Lehrwerkpaketen auf den Stufen A1, A2, B1, insgesamt zu 21 Lehrwerken dienen. Die Analyse der Online-Übungen deutet darauf hin, dass trotz der großen Anzahl der Online-Übungen überwiegend grammatische Strukturen und Wortschatz gefördert werden, was Hand in Hand mit den niedrigsten Taxonomiestufen geht, die mit Online-Übungen erreicht werden. Lehrwerkbegleitende Online-Übungen ermöglichen bisher noch keine vielfältigen Lernwege, denn es wurden nur vier unterschiedliche Übungsformate identifiziert.

The aim of the article is to discuss the ways of introducing the action research into the curricula for future foreign language teachers. The action research is presented as a concept and followed by the survey conducted among the university students of French and German as foreign languages, who are expected to pursue their professional careers as teachers of both languages. The survey was carried out to establish their views on action research, and describe what problems they anticipate should they be tasked with conducting a research of this kind on their own. Based on the results of the survey certain activities are to be prepared to help the students with the initial attempts of conducting action research on their own.

Skupno delo dveh nemških visokošolskih didaktikov angleščine Böttgerja in Sambanisove z naslovom Sprachen lernen in der Pubertät (Učenje tujih jezikov v obdobju odraščanja) prinaša pomembno novost in odstira nova spoznanja na področju didaktike tujih jezikov. Avtorja obravnavata doslej še dokaj prezrto temo vpliva pubertete na učenje tujih jezikov in povezujeta izsledke raziskav s področja tujejezikovne didaktike in nevroznanosti. Izjemno obširna in poglobljena interdisciplinarnost tega dela predstavlja veliko dodano vrednost in je hkrati tudi precejšnja redkost. Delo je v prvi vrsti namenjeno tujejezikovnim didaktikom, študentom tujih jezikov, bodočim učiteljem tujih jezikov in navsezadnje vsem učiteljem, ki se vsakodnevno spopadajo z izzivi poučevanja mladostnikov.

Mediji imajo pri pouku tujih jezikov pomembno vlogo, saj omogočajo učinkovito posredovanje informacij v različnih besedilih preko različnih zaznavnih kanalov. Glede na zaznavanje razlikujemo vizualne, avditivne in taktilne učne tipe. Ker prevladuje pri ljudeh predvsem vizualni učni tip, je bistvenega pomena, da pouk opremimo tudi s slikovnim gradivom.Slike so imele že od pradavnine v razvoju človeštva zelo pomembno vlogo. Stenske risbe iz paleolitika, mezolitika in neolitika dokazujejo, da je bila podoba pred pisavo. Antični govorniki so uporabljali tehnike pomnjenja (mnemotehnike) s pomočjo svojih miselnih predstav o poznanih krajih in tako vadili govore. Tako imenovana tehnika sob (Loci-tehnika) je pomagala tudi Ciceru pri njegovih govorih (povzeto po Schiffler 2012).Ključnega pomena vizualizacije pri učenju jezika se je zavedal tudi veliki pedagog, filozof in teolog Jan Amos Comenius. V svojem učbeniku za mladino Orbis sensualium pictus je že leta 1658 z risbami ponazoril prevode besedil in ustvaril prve slikovne slovarje za učenje tujih jezikov. Tako je postal njegov učbenik eden prvih multimedijskih učbenikov. Comenius je zagovarjal učenje z vsemi čuti, vendar njegov pogled na učenje v tedanjih časih ni imel veliko posnemovalcev.