Technology is the only mandatory option for acquiring 21st-century skills. However, technology is not a magical tool for learning, it merely plays a neutral role in learning and does not provide any special advantages by itself. Recently, models such as Triple E have emerged focused on learning goals, and with the help of instructional strategies and purposeful selection of tools, they have shown a high potential to manifest the transformational nature of technology. In this regard, with the help of this model, the current research will examine the integration of the "Shad" technological app in education as best as possible. The method of this research was quasi-experimental (one group with pre-test and post-test) and its statistical population was first secondary science teachers. In the intervention and evaluation stage, the Triple E rubric (Kolb, 2017) and related instructional strategies were used, and the data were analyzed through paired t-tests. The findings showed that there is a significant difference between pre-test and post-test scores in the entire rubric as well as in its components. However, the technology integration score in the post-test (10.23) is still not very favorable (below 13). According to the results; Teachers with little experience in technology integration were able to improve to a relatively high level in technology integration with the help of instructional strategies. On the other hand, one of the applications of the Triple E model is to determine the appropriateness of technology tools for learning goals. Therefore, it can be concluded that the "Shad" app has a good potential for technology integration. In addition, the results showed that the Triple E model helps improve technology integration by facilitating the selection of instructional strategies appropriate to the learning goals and the possibility of evaluating these goals.