The described teaching spaces are not clear-cut. The possibilities are infinite depending on resources and teaching goals.
If resources allow, the advantages of each scenario should be combined to create flexible teaching spaces, which allow both teachers and students: to interact freely and, if there are any obstacles (such as computers!), to remove those when needed.
At this point – and particularly when working with technology and computers – it is important to stress that "not everything is best done electronically" (Pym, 2002:117-124). Even if translation technologies can be integrated into translation classes, there are certain activities belonging to the most "translational part of translating" that are better done when teacher and students look beyond computers and look at each other.
This is the case, for example, when carrying out analysis of group work, discussing, suggesting and making decisions about translation alternatives.