This study aims to explore the transformation processes of pre-service teachers in terms of knowledge, skills, and attitudes gained through digital material applications and to evaluate their effects on self-efficacy towards educational technology standards. A one-group pretest-posttest quasi-experimental design was used for the quantitative part, and a phenomenology design was applied for the qualitative part. The study involved 74 first-year pre-service teachers from the English Language Teaching program at a state university during the spring semester of 2023-2024 who were taking the Instructional Technology Course. Data were collected using the Self-Efficacy Scale for Educational Technology Standards (ETSSE) and a Written Opinion Form on Digital Material Applications. In the analysis of the data, a t-test was used for quantitative data and content analysis was used for qualitative data. The findings show that digital material applications significantly enhance pre-service teachers' self-efficacy towards educational technology standards. Participants reported improvements in knowledge, skills, and attitudes, particularly in strengthening pedagogical and technological skills, creative thinking, and professional self-confidence. These results reveal that digital tools contribute significantly to the professional development of pre-service teachers and support effective technology integration in educational processes. The study highlights the importance of continuous training and support in developing digital competencies for teaching. Encouraging the effective use of digital tools can further enhance teaching practices, enrich learning experiences, and build pre-service teachers' confidence in integrating technology into their professional roles.