This paper reports on an exploratory, qualitative study of technology use in a Simulated Translation Bureau (STB) in a master’s programme in translation. The STB is a practice-oriented module in which students work on authentic translation projects and integrate a range of technologies, including AI-based tools, into their workflows. The paper addresses how students’ technology-related decision-making can be made visible and assessable, including students’ reflections on how they justify and verify the use of output-generating technologies, and how they describe perceived changes in their technology use over the course of the simulation. The study shows that the STB is an effective pedagogical model for teaching and assessing technology judgment in AI-enabled translation workflows, but also highlights the need to foreground broader ethical dimensions of AI literacy more explicitly in future iterations of the pedagogical design.