Research indicates, that despite increased access and improved technical artefacts, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This paper reports on a project where 19 preservice teachers were provided with a reflective tool (T-CoRe) in order to systematically encourage reflection on why and how to use digital technologies in their science teaching. The project aimed to capture and understand aspects of preservice teachers TPACK while planning for teaching particular science topic. The results indicate that working with the T-CoRe has the potential of helping preservice teachers conceptualise their TPACK and make explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a topic through the use of digital technologies.