With the growing development of educational informationalization, more and more higher education teachers focus on the teaching practice of ICT integration. However, higher education pre-service teachers in China are often lack of fundamental teaching skills, because they cannot receive teacher training or have teaching experience during their post-graduate study. This problem may affect, to some extent, the teaching and learning quality in higher education. The status quo is also incompatible with top-down encouragement of teachers＇ teaching mode innovation with ICT support. To solve this problem, Shanghai Municipal Education Commission（SHMEC） has initiated the higher education pre-service teacher training program since 2013, including the ICT integration module. This study investigated two dimensions of ICT integration competencies, Technological Pedagogical Content Knowledge（TPACK） and Technology Acceptance Model（TAM）, and conducted a questionnaire survey during this teacher training program to understand participants＇ perception of teaching with ICT, their TPACK competence and feedback on this training program. The results revealed that in general, per-service higher education teachers rated high on both ICT teaching acceptance and TPACK competence, and had positive attitude towards the effect of ICT integration module. In addition, the study shed light on the influence of gender difference on the acceptance of teaching with ICT, as well as difference of discipline and academic degree on TPACK competence. The study provides evidence for improving the quality of teacher training and adjusting the training program in the future, which, in turn, helps enhance the ICT integration competencies of pre-service higher education teachers.