Technological advances, market diversification and global business and communication have had a tremendous impact on the way translation is understood, defined and practiced. Translation has becomean integral part of daily life and different people have started playing the role of language mediators as part of a large network of agents and communities of practice. Translation and/or translator competency models have multiplied, shaped by different translation theories, market trends, business strategies or collaboration and interaction between the professional world and the academia. Technologyin particular has had a significant impact on research and practices in recent years and radically changed the translator's daily life in terms of communication (physical and virtual), the perception oflanguage and text, the perception of quality, the nature and the quantity of the material to be translated, the nature of tasks and the simultaneity of tasks to be performed and the general interaction with the world which became a large and diversified series of networks. We will first highlight the multiplicity of translator's profiles and competencies in the globalized world, with a focus on technological skills in interaction with other sets of competencies. Then, we will explain how we have applied our findings regarding the critical behaviours needed for effective technological performance when designing an eLearning collaborative environment for translation students working in a technologized space.
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