Elements and content of the activity template.

In this study, the experiences of science teachers who applied the design-based learning (DBL) method in science lessons and received mentoring support towards technology integration were analyzed. Using a nested mixed design, the study included 43 science teachers who participated in a professional development program carried out with a mentoring model in a national project. In the study, face-to-face and online training were given to teachers, and mentoring was provided. Lesson plans and technology integration were evaluated with an online form. It was observed that teachers mainly tried to integrate technology into DBL activities but not as a component of the design process. The teachers integrated technology when teaching DBL STEM activities by using new teaching methods that incorporated instructional technologies. They carried out the integration, especially in the stages of solution development, prototyping/testing, and communication. Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.