This study is an ongoing research aiming to develop four prospective secondary mathematics teachers’ skills in designing and teaching technology-based lesson plans within the scope of 14-week Teaching Practice course. The Dynamic Geometry Task Analysis and Instrumental Orchestration frameworks have been chosen as the conceptual basis of the study. In this study, qualitative research paradigm has been adopted and action research methodology aiming to plan a cyclical process of designing technology-based lesson plans through modifying, implementing and reflecting has been used. Data mainly consisted of individual/group interviews, lesson observations/field notes and multiple versions of lesson plans. Data analysis process is in progress, however, preliminary results focusing on one task of one participant indicated that the participant developed, evaluated and implemented her technology-based task in the light of adopted frameworks.