Familiarizing students with a virtual environment helps them to acquire the professional skills that will be demanded in the future, since the current information society demands the automation of most tasks, the use of teleworking and, on many occasions, distance team working.
Published in Chapter:
Collaborative Work Training in Higher Education
María Dolores Olvera-Lobo (University of Granada, Spain), Rosa María Castro-Prieto (University of Granada, Spain), Enrique Quero-Gervilla (University of Granada, Spain), Ricardo Muñoz-Martín (University of Granada, Spain), Eva Muñoz-Raya (University of Granada, Spain), Miguel Murillo-Melero (University of Granada, Spain), Bryan Robinson (University of Granada, Spain), and José Antonio Senso-Ruiz (University of Granada, Spain)
Copyright: © 2008
|Pages: 8
DOI: 10.4018/978-1-59904-885-7.ch035
Abstract
In recent years, the influence of information and communication technology (ICT) has transformed the professional practice of translation and, consequently, led to the introduction of new techniques, methods, and media in the university teaching environment. The new technology has made professional translators’ work easier but, in order to ensure translation studies graduates meet employers’ needs, ICT must occupy its rightful place in their training. The ever-demanding market expects would-be professionals to be able to access the subject matter of any text, use a wide range of computer tools proficiently, and be versatile enough to master all aspects of the translation process. Today, the market place for translation can justly be described as global, decentralized, specialized, dynamic, virtual, and demanding (Aulaint, 2005).