The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers' reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.'s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers' emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning.