This article is an attempt to rethink the concepts of “methodic” and “methodologic / methodical system” as basic to educational technology. What should be the structure of a methodical system? What is primary – the methodical system or the methodology? How are methodical systems created and developed? How do educational technology and a methodical system relate? How does changing the components of a system make it emergent? These and other issues are explored through the development of a new class of teaching methods – computer-based training systems.

Career guidance quests that involve solving intellectual and search problems in a game are associated with one’s future career, being one of modern means of recruiting school leavers to vocational and higher educational institutions. Such specific computer tools of virtual and augmented reality as pupils’ mobile Internet gadgets can enhance visual character and interactivity of quest problems. The article deals with applying augmented reality in the web environment to solving these tasks. The authors propose a prototype of a career guidance quest system using WebAR technology.

The paper analyses the formation of informational competence of translators in the Bachelor and Master degree programs. The structure and content of the informational competence of the translator are considered in the context of its coordination with the educational programs of translators and the standards of the translation services. There have been determined the stages of formation of the informational competence of the translators such as constructive, technological and integration, their correlation with the periods of study of the future translators, levels of their mastery of information technologies. The outcomes of each stage are specified and described in detail. It has been stated that one way to achieve high efficiency in the formation of information competence of translators may be the implementation of a comprehensive translation task individually for each student with the prospect of its realization throughout the training period in accordance with certain stages of the formation of information competence. The content and tasks of the stages of the formation of the informational competence of translators are determined. The goals of the stages of the information technologies study are detailed by a complex of information, qualification and scientific achievements: electronic terminology databases of a specialized field in several areas; translation memory bases for use in automated translation systems; the base of electronic links to terminological resources network; the base of electronic references to the corpus of parallel texts; certificates of traineeship in production structures for using automated translation systems or terminological management systems; certificates of knowledge of specialized software in translation from manufacturing companies, their dealers, certification centers.

The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms effectively for the formation and improvement of their lexical competence.

The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).