During the last decades, digital technologies have been more and more integrated into teachers ́ classrooms. As a consequence, there are high demands on teachers ́ competencies in using technology in their everyday teaching. This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. In the paper, research on PCK is used to inform the discussion of TPACK and how student teachers might develop their knowledge of integrating technology into the teaching of a particular sciencecontent. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 student teachers ́ reflections on how they integrate digital technologies into their science teaching. When a CoRe illustrates and contributes to capturing and developing student teachers ́ PCK, a T-CoRe contributes to stimulate and capture student teachers ́ reflections on how to integrate digital technologies in their science teaching (i.e. TPACK). As such, the paper attempts to capture how student teachers integrate digital technologies into their science teaching as well as introducing an approach to explore the relationship between PCK and TPACK.