Edited by Nike K. Pokorn and Christopher D. Mellinger
[Translation and Interpreting Studies 13:3] 2018
► pp. 442–464
This study examines the feasibility of mobile technology for interpreter education. While interpreter education and its use of technology is well-established and documented in developed countries, educational opportunities for signed language interpreters in developing countries are scarce. One innovation, mobile phone technology, appears to be changing patterns of technological adoption in developed and developing countries, connecting those previously denied access by geography or income. Education through mobile applications, or m-learning, was used to provide professional development to interpreters from the U.S. and Ghana in an action research pilot study. Surveys, discussions, and reflections were analyzed to identify the types of technologies employed, challenges encountered, evidence of learning, and collegial interactions. While successful outcomes were documented, findings indicate feasibility is still dependent on several factors.