In recent years, the proliferation of off-the-shelf PC-based MT (machine translation) products has triggered an abundance of literature dealing with linguistic theories and specific techniques or features of MT programs. However, little is written about educational concerns, especially what materials should be developed and what tasks should be designed and implemented when the MT program is used as an aid to student translation learning. To bridge this gap, discussions in this paper outline a theoretical framework that pinpoints the underlying thesis for the implementation of an MT course. Substantial examples are used as guideline for the designing of sequenced MT tasks as well as the development of digitalized technical and informative texts for an easier processing of an MT system. It is through the enforcement off appropriate tasks and materials that students can strengthen language knowledge and develop technical and post-MT editing skills in a technology-enabled translation learning setting.