The study presents a short overview of the development of the adaptive learning concept, shows its contribution to effective learning and teaching and introduces trends of its further development whichin the form of adaptive e-learningare related to the use of the everdeveloping ICT. It also presents the current ICT system tools. Furthermore, it provides information about the research and design results of the-Ostrava School‖ of adaptive e-learning. The results, together with a number of other inputs, will provide the content framework for the specialized educational module-Tools for Adaptive Learning and Learning Styles‖ within the MOOC course-OCI Tools for E-leaning‖, which is being developed as an output of the IRNET international project.

The paper focuses on the parallels, which are rooted in the simultaneous development of mathematics and informatics. Both mathematics and informatics are based on problem-solving. However, the approaches to determining problems, solution techniques and interpretation of results are different. The paper shows different approaches of mathematics and informatics for solving a simple problem from the informatics competition. It was presented for students, who would be future informatics teachers, and it has become the beginning of the discovery of unexpected relationships and rules' chain, the source of successive tasks, and various methods of their solution. The paper brings the results of the constructivist teaching of students in the form of a fictional interview of mathematician and informatician. Fictional cooperation of a mathematician and an informatician in analysing and solving problems will allow for a detailed analysis and comparison of both fields, which will lead to determining both common and different elements.

The paper is aimed at the development of technical skills of pupils in primary and secondary schools. Technical courses are usually not popular among pupils. Therefore, within the scope of the "Windows of Science Wide Open" project, we prepared a number of activities, which should encourage pupils' interest in the technical courses and help develop their technical skills. During the academic year we held several workshops for primary and secondary school pupils. The workshops contained activities such as the programming of robotic kits, the use of electric microscope in education, the use of measuring systems and a computer for the measuring of quantities around us, or the use of modern technology when creating an audiovisual project. Approximately 150 primary and secondary school pupils participated in the workshops.

When teaching programming, various methods and procedures are used, think of the method of successive steps, methods of sample examples or design patterns. Whether we apply any of these methods in teaching, the introduction of basic programming structures will be an essential part of the course. The same is the case with teaching programming language Java. Even though it is an objectoriented programming language, the data manipulation and the basic programming structures (initialization of variables, looping and program branching, etc.) can't get around in the teaching. The aim of this paper is to introduce the possibility of the teaching of algorithms and basic programming structures in Java language using Lego Mindstorms. Java development environment enhanced with the ability of Lego Mindstorms ot control allows virtually solve real-world tasks for branching (for example, "if it is red, stop" or "if the obstacle is in front of you, go around it") and looping (e.g. as "always go round"). The paper presents a procedure of teaching, how it can implemented in teaching of the basics of Java programming using Lego Mindstorms, using their servomotors and sensors.

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