Translation technology is increasingly acclaimed in the translation market as it improves the efficiency and accuracy of human translation. In recent decades, universities in China have started to offer courses on translation technology as part of translator training. However, integration of translation technology in translator training remains problematic. What impact will greater information literacy (IL) regarding translation technology produce on students' translation quality? What are students' perceptions of IL and translation technology in the process of translation? Can IL be introduced to translation trainees at an earlier stage? The current study pursues answers to these questions. This project aims to investigate the relationship between students' IL and the quality of their translations. In a translation course, first-year student participants ($N$ = 32) were given lectures on translation technologies with examples to demonstrate how they help solve translation problems. Students' translations before and after the lectures were compared to assess translation quality, and a survey was given to students to measure their perceptions of using technology in the process of translation. Results indicated that students' translation quality improved in the second translation drafts, with higher scores given by three scorers and fewer errors identified. Students also expressed greater confidence when doing translation and perceived the usefulness of the technological tools and resources. It is hoped that this research could provide some insight into the role of IL in translator training.