Koponen notes students’ variable po

Koponen notes students’ variable post-editing speed and difficulty in following quality guidelines, but nonetheless views her teaching of PE as an important step in students’ understanding of MT as a tool rather than a threat. Pym’s assertion that “there has actually been quite a lot of reflection on the ways MT and post-editing can be introduced into teaching practices” probably reflects more accurately the reality of the early 2000s than subsequent developments in translation pedagogy.” Arguably, the heyday of reflection in the area was between2001 and 2003, when the European Association for Machine Translation devoted some pioneering workshops to the teaching of MT, and a workshop in 2003 devoted to teaching translation technologies at MT Summit IX.