Educational technologies can enhance both learning and teaching. Potential benefits of such technologies are documented in the literature. The use of educational technologies in teacher education classroom is highly recommended by educational researchers and national education associations. Teacher education programs can play a critical role in promoting pre-service teachers to effectively integrate technology into their future classrooms. In doing so, teacher education programs face obstacles; time is one crucial obstacle. During this mixed methods study, we interviewed two pre-service teacher groups who used a Student Response System for different instructional time lengths. Coded interview data were compared both qualitatively and quantitatively. Quantitative analysis revealed that there is no statistical difference between the two groups' ability in identifying the functionality of the system and its' benefits towards teaching and learning. Comparison of qualitative data between the two groups compliments quantitative analysis. Implications of the findings towards teacher education programs and future work are discussed.