Normal Universities (NU) play a crucial role in China's higher education system by preparing preservice teachers who are expected to serve in all levels of the national education system. Although the current curriculum provides a solid foundation in content knowledge (CK) and pedagogical knowledge (PK), preservice teachers often lack systematic support in integrating technology into their teaching practice. The framework of Technological Pedagogical Content Knowledge (TPACK) offers a comprehensive guide for the effective use of educational technology. This study employed a single group pre–posttest quasi-experimental design to evaluate the improvement in overall TPACK and its seven subcomponents among preservice teachers. A paired-samples t-test was conducted to compare the TPACK scores before and after the implementation of the collaborative teaching TPACK module. The results indicated a statistically significant improvement in overall TPACK (t(57) = 9.521, p < .001, M = 0.498, SD = 0.398). The largest gains were in TPK (0.793), TCK (0.720), and TK (0.392), with notable increases in PK, CK, PCK, and TPCK. These findings suggest that the collaborative TPACK module is practical for enhancing preservice teachers’ technological integration skills and is recommended for broader implementation in teacher education programs.