This study examines how pre-service science teachers integrate technology into the design of learning activities, paying particular attention to types of technology integration, cognitive demand, scientific research skills, and TPACK. A mixed methods approach was used to analyze 49 learning activities designed by pre-service physics, chemistry, and biology teachers. The results of this study demonstrate that most pre-service science teachers preferred content-specific technologies for their science classrooms. A notable trend among physics teachers was the use of technologies that facilitate authentic scientific practices. A significant difference was observed between high cognitive demand activities associated with content-specific technologies and low cognitive demand activities linked to technologies unrelated to science. Another important finding suggests that specific technologies contribute to improving students' scientific research skills. Furthermore, teacher TPACK knowledge, determined through performance assessments, was correlated with the integration of content-specific technologies. Finally, discussions and recommendations for science teacher preparation and research on science education using technology are provided.