We currently live in a digital age, and we are raising, and teaching "netizens"; as a result, we must use the relevant educational tools to teach them. It is necessary for pre-service teachers to consider how these electronic technologies differ and what characteristics make them important as vehicles for teaching. To examine the perceived technological pedagogical content knowledge of pre-service teachers, Technological Pedagogical Content Knowledge (TPCK) was used as the framework to guide this study. The TPCK framework recognizes the complexity and interplay among three main components of learning environments: content, pedagogy, and technology and is designed to help instructors understand and negotiate the relationships between these three components of knowledge. The participants in this survey consisted of 400 pre-service teachers who enrolled in selected Colleges of Educations in Lagos State, Nigeria in the 2013 academic year. The results indicate that half of the teachers surveyed in this study lacked general knowledge about technology, but could learn easily. About 50% of them were knowledgeable about technologies that could be used in their subject areas.