This article reports on findings from a collaborative action research project that was conducted to investigate the use of iPad in teaching interpreting students. Action research is well documented as a method for encouraging innovation and change in education, and it has been applied in translation and interpreting educational research. The goal of the project was to investigate how iPad technology can be used to enhance the learning experience for interpreting students in a master’s-level Conference Interpreting program, with an evaluation of the benefits of using the iPad generally and in relation to the development of interpreting skills, as well as through one particular iPad application (AudioNote). The project incorporated periodic cycles of evaluation to reflect on the effectiveness of the use of iPads in this teaching context, for instructors and students to share information about what applications they had found, and to design learning and teaching activities together using those applications. The iPad applications downloaded by students can be categorized into three main areas of learning: general study, language enhancement, and interpreting skills. Recommendations are made about how iPads can be used innovatively and creatively in educating interpreting students of any language combination.
Napier, Jemina M.; Song, Zhongwei; and Ye, Shiyi
"Innovative and Collaborative Use of iPads in Interpreter Education,"
International Journal of Interpreter Education: Vol. 5:
2, Article 4.
Available at: https://tigerprints.clemson.edu/ijie/vol5/iss2/4