In this study, nine preservice teachers' online teaching performances in their teaching practicum during COVID-19 were examined. Altogether, 42 online storytelling activities were recorded, and preservice teachers' views were collected in a 120-minute focus group. We employed thematic analysis to code the participants' reflections, to understand their knowledge of the technological pedagogical content knowledge (TPACK) framework and their preparation for digital storytelling activities. Our findings indicated that preservice teachers spend most of their time on pedagogical content knowledge (PCK) and technological content knowledge (TCK) and only a few minutes on technological pedagogical knowledge (TPK) during digital storytelling activities. It revealed the extent of the TPACK of current ECE teachers and provided insights and recommendations on how to improve ECE teachers' professional development regarding technology, including providing multiple types of digital devices and their applications and examples of technology-assisted teaching.