Teachers' ICT literacy skills and competence is a crucial factor that determines the success and sustainability of integrating the use of web-based technology resources in educational practices. Thus, ensuring effective technology integration in teacher education is accorded a deserving attention in most countries. However, meaningful technology integration in teacher education would require on one hand 'the integration of technology in teacher education curriculum'; and, 'the integration of technology in teacher education pedagogical practices' on the other hand in addition to the need for teacher educators to model the use of technology in their practices. This study examines the effects of integrating web-based technology resources in teacher education pedagogical practices using the inquiry approach in line with the GPM model; and the effects of technology (web-based technology resources) in social studies teacher education curriculum in line with the TPACK theory. Three (3) groups quasi-experimental design involving 45 pre-service teachers was employed for the study. The study therefore investigate and compare the effect of three different interventions (ICT Integration) involving the use of Standard technology; web-resources and power point; and, web-based resources and smart board for groups 1, 2, and three respectively. The participants were selected from four colleges of education. One way ANOVA was used for data analysis. Finding from the study shows significant differences in performance between the research groups. Even though, the analysis of the results shows that all the treatments applied were effective, the use of web-based technology resources applied as treatment for groups 3 and 2 were more effective than the treatment applied for group 1. Keywords-teacher education; technology integration; web-based technology resources; smart board and inquiry approach.