Technology has deeply changed if not revolutionised many aspects of our daily life. It has changed the way we work, how we shop, where and how we receive information and knowledge, where and when we listen to music and watch movies, the way we communicate and stay in touch, and - last but not least – it has deeply changed how, where and when we learn and teach. If we also include artificial intelligence (AI) in the picture, technology is becoming increasingly capable and proficient in some cognitive activities such as making a diagnosis or translating a text, which we used to think only humans could do. The digital revolution has also changed both the practice of interpreting and interpreter education and training. This inTRAlinea special issue will be of interest for interpreting scholars who wish to have a deeper insight into the role of technology in professional and teaching practice, for interpreter trainers seeking to include technology-enabled practices in their classroom, and for interpreting students and professionals interested in learning more on the use of technology in interpreting.

Intralinea Special Issue: Technology in Interpreter Education and Practice

Spinolo
;
Amalia Agata Maria
2020

Abstract

Technology has deeply changed if not revolutionised many aspects of our daily life. It has changed the way we work, how we shop, where and how we receive information and knowledge, where and when we listen to music and watch movies, the way we communicate and stay in touch, and - last but not least – it has deeply changed how, where and when we learn and teach. If we also include artificial intelligence (AI) in the picture, technology is becoming increasingly capable and proficient in some cognitive activities such as making a diagnosis or translating a text, which we used to think only humans could do. The digital revolution has also changed both the practice of interpreting and interpreter education and training. This inTRAlinea special issue will be of interest for interpreting scholars who wish to have a deeper insight into the role of technology in professional and teaching practice, for interpreter trainers seeking to include technology-enabled practices in their classroom, and for interpreting students and professionals interested in learning more on the use of technology in interpreting.
//
Spinolo, Nicoletta Amato, Amalia Agata Maria
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/782967
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact