This research aimed to Detect the effect of designing stereotypical activities (guided/free) in a mobile micro-learning environment to reduce the cognitive burden associated with the skills of integrating technology into education for educational technology students with hearing disabilities. Participants of the research consisted of (20) Male and female students in the first year of the Department of Educational Technology with hearing disabilities at the Faculty of Specific Education, Zagazig University. The research included They were divided randomly into two experimental groups. The first experimental group was presented with content in the design style of guided activities in the mobile micro-learning environment, and the second experimental group was presented with content in the design style of free activities in the mobile micro-learning environment. Instruments included Achievement test: to measure the cognitive aspect related to the skills of integrating technology into education, a note card: to measure the performance aspect related to the skills of integrating technology into education, a measure of reducing the cognitive load Results proved There is a statistically significant difference in the level of achievement of the cognitive aspects of the skills of integrating technology into education, for the students of the first and second experimental groups in the post-application of the achievement test in favor of the first experimental group. There is also a statistically significant difference in the level of performance of the performance aspects of the skills of integrating technology into education, for the students of the two groups. The first and second experimental groups in the post-application of the note card in favor of the first experimental group, and there is also a statistically significant difference in the cognitive load scale associated with the skills of integrating technology in education, for the students of the first and second experimental groups in the post-application of the cognitive load scale in favor of the first experimental group