The waves of the technological innovations of the modern age brought unprecedented changes in many industry verticals and in the way translation is performed and provided. In response to such changes, it is critical to train the students to be ready for technology-driven development. In that vein, this case study presents how a translation module was designed and implemented in an undergraduate program with future-oriented pedagogical goals in mind. A module planning begins with capturing the needs of the students and the skillset required in the market. To that end, the outcome of surveys and interviews will be shared to explain if students are interested in translation technology, what they want to learn about the technology, and what employers expect from students. Another critical consideration was how to choose a combination of technologies that are most likely to help students with their future translation works and how to introduce the technology efficiently to the class. Therefore, this paper will explain what approach was taken as well as the rationale behind the decision and review the student's feedback about the rationale. The last challenge was how to keep the balance between technology and translation, or how much time and resources should be dedicated to developing technology/instrumental sub-competence. Hence, this paper will review previous research on traditional translation competence and suggest the right balance in undergraduate settings.