This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics' Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development. (Contains 3 tables and 2 figures.)