Instructional technology implementation is increasingly being addressed in teacher education, though research literature on its implementation remains limited. This literature analysis draws the Anthropological Theory of the Didactic to map what and how instructional technology is integrated into preservice mathematics teacher education and to identify conditions that facilitate or hinder the adaptation. Drawing from 22 peer-reviewed articles published between 2010 and 2022, the study maps empirical studies of instructional technology integration in mathematics teacher education. Key findings reveal that preservice teachers consistently engaged in lesson planning, practiced teaching peers in 13 cases, and taught actual learners in three instances, while reflection occurred in seven cases. However, the underlying reasoning (logos) behind the didactical practices were not presented to the preservice teachers, remained implicit, or were not clearly linked to the praxis. Furthermore, the decomposition of teaching practices was an underused pedagogical practice. Learning opportunities included rehearsals, the use of exemplary curriculum materials, teamwork, and constructive feedback. A key challenge in adapting the didactical praxeologies was the participants' lack of prior experience with technology. The analysis highlights the need to make the reasons behind teaching practices explicit and calls for more intentional integration of teacher education pedagogies to enhance learning outcomes.