Post-editing, multimodality, accessibility, neural machine translation, and digital technology in translation are frequently used keywords today when we refer to the sphere of training/teaching translation and interpreting. True, there is a rapid changing context in the academic and professional world of translation. But, putting technology in the forefront is risky: we tend then to be blind about the assumptions, the presuppositions and what is frequently left unsaid in the history of many curriculums, based at their beginnings on military challenges. Moreover, we are now facing multiple practices, with new types of translators and various names used when considering different types of translation. Do we refer to “translation” in the training as a generic or a specific term? Surely, the implications of technology in training and research blur boundaries between a certain number of current academic disciplines and raise sensible ethical issues, still hardly discussed in Translation Studies. Therefore, we need to rethink the links between technology and culture as a necessary step in the development of our training programmes: the chapter proposes three frameworks – Technopoly, Mediology, and Social Construction of Technology Studies – in that direction.