The aim of this paper is to introduce examples of telecollaborative tasks suitable for the development of ICC paying attention to task design and criteria of the selection of the tasks. It seems that the choice of digital tools in telecollaborative projects strongly influences ICC skills (Hauck, 2007). Hauck and Lewis (2007) claim that the level of students’ multimodal communicative competence influences their ICC development more than other factors (e.g., age or gender). Not all research confirms that (Hauck, 2010), though, seeing the students’ ICC and MCC as separate. This may still be considered an under-researched area in the body of research on ICC development. Although new technologies bring a number of advantages to the classroom, it's not easy to bring new theoretical concepts describing new digital skills into practice and guarantee the development of ICC via telecollaborative projects (Hauck & Lewis, 2007; Hauck, 2010; Li & Wang, 2014). The effectiveness of the projects is still largely dependent on the skills of teachers and whether they are able to design tasks that would actually develop ICC (O’Dowd & Waire, 2009). It seems that simple usage of technology without a well-thought-through connection of tasks with specific aims in the area of ICC development is not effective (Hauck & Lewis, 2007; Hauck, 2010; Li & Wang, 2014; O’Dowd & Waire, 2009). Nevertheless, Web 2.0 tools clearly have the potential to improve the process of ICC development in all of its areas, although the fact that students use Web 2.0 tools in their personal lives doesn't necessarily mean they are able to use them for effective learning in intercultural contexts (Guth & Helm, 2010). The recommendations presented in the paper are based on an article published previously (Zerzová, 2021b), however, the focus of the article and paper presented here slightly differ since the paper is more research-oriented than the original article.