This descriptive study aimed to investigate teachers' perception of the effectiveness of the New Teachers' Training Program (NTTP) on their practice of technology integration using the Technological Pedagogical Content Knowledge (TPACK framework) as the main instrument. The TPACK framework is one of the leading frameworks used to evaluate teachers' knowledge of the effective integration skills of technology with pedagogy and content. The study used a quantitative descriptive approach to collect data through a survey that included three domains (TPK, TCK, and TPACK) based on the TPACK framework. The study's sample consisted of 304 new teachers, namely those who were in their first two to three years of their career and have completed the training program (Batch 7) during the academic year of 2021/2022 in the Specialized Institute for Professional Training of Teachers (SIPTT). The study's findings indicated that the new teachers within the sample reported a high level of positive perceptions of the effectiveness of the New Teachers Training Program on teachers' integration of technology into teaching practices. In addition, the study found a statistically significant difference in technology integration between teachers of human science subjects and applied subjects in favor of the human science teachers. Besides, the findings also showed no significant differences between teachers in technology integration in terms of schools' level. Finally, the results suggest that the NTTP may be most effective when it aims to improve teachers' teaching practices and enhance their teaching integration skills. In light of these findings, the thesis concluded with some implications and recommendations for further studies.