The shift to emergency remote teaching during the COVID-19 pandemic has further revealed a range of issues related to technology-enhanced learning (TEL). Among these were educators' lack of prior exposure to more creative and participatory forms of TEL in credential coursework and professional development. To address the new realities of schooling, we must first understand the TEL practices that aspiring teachers have had in their teacher education courses. This study examined the TEL practices of aspiring teachers within and beyond their educational coursework prior to the COVID-19 pandemic, as well as their perceived degree of proficiency with these practices. Our survey research found that participants reported more experience and proficiency with TEL practices involving consumption-based and transactional modes of learning, and less experience and proficiency with practices related to creativity, collaboration, and knowledge generation. We discuss how these findings suggest improvements for credentialing programs in the area of TEL.