통역교육의 교육공학적 접근: CAIT 수업 설계를 위한 일 고찰

Abstract

With the aim to promote technology integration in conference interpreting pedagogy at post-graduate level, this paper will attempt to create a link between Educational Technology (ET) and Computer Assisted Interpreter Training (CAIT). The key rationale behind integrating technology in a post-graduate interpreting classroom is two-fold: the first is to enhance learner experience by leveraging on the affordances of Information and Communication Technology (ICT) and the second is to promote digital literacy among prospective interpreters, with particular focus on the technologies being integrated in conference interpreting settings. The purpose of this research is firstly to suggest the theoretical and methodological foundations for instructional design in CAIT and secondly to facilitate the use of CAIT in interpreting pedagogy at the post-graduate level. To achieve this purpose, this paper will delve into the theoretical foundations and methods of instructional design in ET and suggest specific instructional design methods for interpreter training. While reading, the readers will be introduced to a range of tools, resources and methods for application by interpreter trainers. The paper will conclude with a sketch of the future outlook of CAIT.

With the aim to promote technology integration in conference interpreting pedagogy at post-graduate level, this paper will attempt to create a link between Educational Technology (ET) and Computer Assisted Interpreter Training (CAIT). The key rationale behind integrating technology in a post-graduate interpreting classroom is two-fold: the first is to enhance learner experience by leveraging on the affordances of Information and Communication Technology (ICT) and the second is to promote digital literacy among prospective interpreters, with particular focus on the technologies being integrated in conference interpreting settings. The purpose of this research is firstly to suggest the theoretical and methodological foundations for instructional design in CAIT and secondly to facilitate the use of CAIT in interpreting pedagogy at the post-graduate level. To achieve this purpose, this paper will delve into the theoretical foundations and methods of instructional design in ET and suggest specific instructional design methods for interpreter training. While reading, the readers will be introduced to a range of tools, resources and methods for application by interpreter trainers. The paper will conclude with a sketch of the future outlook of CAIT.