Teachers' decisions for instructional design and technology integration influence their teaching practices and student learning performances. Technology-integrated learning environments have been widely leveraged due to the recent global health crisis and student learning needs (Polly et al., "TechTrends," 65(3), 240-242 2021). Teachers make a variety of instructional design decisions when designing activities and teaching in digital learning environments. Before this study, a preliminary iteration of this design-based research was conducted to investigate pre-service teachers' formative design decision-making for technology integration (Xu & Stefaniak, 2020). This paper reports the second and third iterations of the design-based research which aimed to further explore pre-service teachers' instructional design decision-making processes for technology integration as well as potential instructional approaches that supported pre-service teachers to make design decisions. Three additional instructional approaches were implemented in these iterations to help pre-service teachers make design decisions for technology integration. Results and implications regarding teachers' design decision-making and professional development strategies are discussed.