E xamining the influence of individual and collaborative online reflection on female pre-service teachers' knowledge about pedagogical and technological knowledge is promising. Deciding which mode of reflection is significant can lead to design effective online activities for female pre-service teachers. This research examined the influence of individual and collaborative online reflection on pre-service teachers' knowledge about pedagogical and technological knowledge. The experiment includedtwo groups with pre-post test to decide the effect of online reflection mode on deep learning about pedagogical and technological knowledge of pre-service teacher. Data were analyzed by using t-test since numbers of groups are two and number of variables is one. T-test can be used to complete the comparison process. Finally, results were reported and discussed in the light of the context of the research and the previous literature about online reflection