The integration of technology in education is becoming increasingly essential, particularly in Teaching English as a Second Language (TESL) programs. However, TESL pre-service teachers often face challenges in effectively incorporating technology into their teaching practices, highlighting a critical gap in their technological preparedness. This issue is further exacerbated by the lack of clarity and explanation in the technological knowledge (TK) construct within the current Technological Pedagogical Content Knowledge (TPACK) framework. To address this gap, this study aims to modify the TPACK framework by incorporating digital pedagogy, which focuses on the strategic use of technology to enhance teaching and learning outcomes. A pilot study was conducted with 54 TESL pre-service teachers at a public university in Malaysia, and the data was analyzed using Rasch model analysis. The results revealed a significant need for TESL pre-service teachers to know and apply technological knowledge and digital tools. This underscores the need for a more explicit and structured approach to technology integration in teacher training. Based on these findings, the study advocates for the inclusion of digital pedagogy as a core component of the TPACK framework, enabling TESL pre-service teachers to effectively engage with applied technologies and multimedia in their future classrooms. This research contributes to enhancing teacher training programs by addressing the technological challenges and aligning them with modern educational practices.