[Technology-enhanced learning and teaching: an overview]

This article describes the current state of research on the use of digital media in educational contexts against the background of two research perspectives. The first research perspective, which has been established for some time, deals with technology-enhanced learning. It primarily examines learning processes and outcomes as a function of media characteristics and individual learner characteristics. This research tradition has produced numerous findings. However, the question of how to integrate digital media into the classroom in a way that is effective for learning is not considered here. This is where the second, more recent research perspective on technology-enhanced teaching comes in, which addresses teaching with digital media and the professional competencies of teachers required for this. Finally, the paper argues for combining both research perspectives, especially since they have relevant commonalities in their basic assumptions. Thus, in both research perspectives, digital media are analyzed less on the basis of surface features, but rather in terms of their functions for the promotion of learning and teaching processes.