SUMMARY
Abstract— The ubiquity of technology offers promising benefits of its integration in educational sector. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. This study aims at exploring teach-rs’ consideration in choosing certain technology tools in the context of technology-integrated lesson design activities. Data were obtained through a focus group discussion during the lesson design which was followed by a semi structured interview. Findings for this study have enhanced the under-standing of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analyzing learners, planning instructional activities, and choosing the technology tools. In addition, the findings of this study also postulate that during the lesson design activities, teachers need to be triggered by some cognitive prompts in order to sup-port them making some decision on the learning objectives, the stag-es of activities, and the technology tools they need to integrate.