This exploratory study describes the distribution of pre-service teacher (PST) technology use for formal or informal professional learning. Additionally, it describes PSTs' self-efficacy for technology use and associated factors. Laptops and smartphones were among the most commonly used devices. Technology use for professional learning was common in general but less so for informal learning. Modest levels of PST self-efficacy varied by activity, with lower levels of self-efficacy for informal learning. PSTs were particularly stressed due to examinations, workload, and lack of time to relax. Also, PSTs' academic stress pertaining to performance pressures and time restraints was associated with greater technology use while academic stress pertaining to workload was associated with less technology use. Limitations and future directions are discussed.