Today, information technology and computers are indispensable tools of any profession and translation is no exception. With the increasing demands for high productivity and speed as well as consistency and with the rise of new demands for translation and localization, it is necessary for translators to be familiar with market demands and learn how to respond accordingly. In an information technology era, using computer-based workstations, equipped with a variety of electronic tools, is a convention for translators all over the world (Kiraly, 2000). Although many undergraduate translator training programs all over the world have recognized the need to include translation technologies in their curricula, these technologies have no place in the translation programs used in Iranian universities. In this study the extent of teaching the use of translation technologies in world level translator training programs have been explored as insight for their inclusion in the Iranian undergraduate programs. To this end the curriculum and syllabus of a number of world-level translation programs have been obtained and analyzed using descriptive statistics. The results showed that it is necessary to include a course of at least two-credit on translation technology in the curriculum of Iranian translator training programs.

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