本文的論述目的在於觀察數位科技與口譯教學結合，所產生的影響與變化。當口譯教師的活動從實體教室延伸到網路虛擬平台時，對於口譯的教學內涵與教學活動，會產生什麼樣的改變?數位科技帶動的改變包括:時間、空間、工具、使用的概念，以及教學觀與教學法的改變。為探討網路虛擬教室與實體教室的異同，本文提出一個由16位教師共同椎動、包含六組語言的「商務口譯教學網J(www.itbi.edu.tw)的規劃及運作經驗，藉此探討網路平台上可以達成哪些實體教室做不到的教學貢獻。未來，隨著電腦軟硬體發展的精進，透過數位化與網路化的特質而衍生出來的教學、實務、研究的網路效應，將會是今後口譯教學上的重要課題。

This paper aims ωobserve the impact and changes brought about by the integration of digital technology and interpretation pedagogy. Whatchanges would occur to the pedagogic contents and process when the teaching is extended beyond a physical classroom and into a virtual platform on the Internet? Digital technology brings about changes to time， space， tools， pedagogical concepts， as well as pedagogical outlook and methods. To explore the differences and similarities of an Internet virtual classroom and a physical classroom， this paper describes the Interpreter Training on Business Interpreting project (www.itbi.edu.tw)， which isjointly implemented by 16 faculty members and includes six language combinations. Using experiencesgained from project implementation， the paper explores the kinds of training that the Internet can offer over a physical classroom. As development of computer hardware advances in the futyre，the pedagogic， practical， and research impacts resulting from the application of digital and Internet technologies will become important issues in interpretation pedagogy.