Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable improvement in PSTs’ attitude towards educational technology and technology pedagogy. The pre-post paired t-test also demonstrated significant increases in PSTs’ pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and overall TPACK scores. Practice or Policy: The Covid −19 pandemic has heightened the interest in effectively integrating technology into early childhood education (ECE) classrooms. Early childhood teacher preparation programs must actively promote and exemplify technology integration practices for PSTs to facilitate such practices in their future classrooms. Teacher educators and teachers should recognize the significance of technology integration and pedagogy to dispel any misconceptions sur[1]rounding technology use in ECE. This study proposes various transformations and adaptations in PSTs’ education, including innovative student-teacher placements, as one way to help address the widening digital divide. (author abstract)