The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-based practices. Integrating appropriate educational technology to enhance and support classroom practices should be embedded in these courses. The recommendations in this paper, specific to science methods, consist of designing the proper use of educational technology using three domains: (a) supporting the process of learning, (b) catalyzing the acquisition of information, and (c) communicating acquired knowledge. The three proposed domains are illustrated at different levels of the PICRAT technology integration model (Kimmons, 2016), with examples that can be quickly adapted to both elementary and secondary science methods courses. The authors aim to help inform science methods instructional practice, the design of related activities, and the application of education technology.