This research characterizes the teaching practices of two novice teachers who integrate digital resources. They used the hypothetical learning trajectory for teaching translation. The instrumental approach and the technological pedagogical content knowledge model were used to analyze and describe the practice of these teachers. The methodology employed was design-based research. The study revealed two significant outcomes regarding the teaching practice of the two novice teachers. Firstly, they used the orchestrations of screen explanation and discussion while students solved learning tasks. Secondly, their teaching practice provided evidence of using technological pedagogical content knowledge by referencing the hypothetical learning process in the teaching translation.