Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of instructors--with peers in small groups. Instructors believe the learning activities implemented in this project to facilitate learning new technology are better aligned with professional development realities of their students' future profession. The old problem with the "inability to keep up with all the new technologies" and the new teaching strategy of "collaborative learning communities" prompted the development of the "Innovations Mini-Teach" course project. Through focus groups, an end-of-semester course effectiveness survey, and analysis of students' final products, this study showed that collaboration can be a superior method for helping pre-service students independently learn about the innovative technology tools that may be helpful to them as teachers, explore a professional development model that could support them in their future teaching careers, and most importantly see themselves as future innovators. Finally, students in focus groups indicated their class wiki, which archived each group's consequential knowledge, would continue to support them to become teacher-leaders of technology integration.