Well, as someone who has done, and published, some empirical research on the use of technology in teaching, the one thing we know for sure is that any 'one size fits all' approach will not work well. There are some classes where using technology can be useful. For instance, in a class which involves analyzing passages of text, being able to project the text can be handy. However, in such a case, this is only useful if students can download the text ahead of time so that they can annotate it in class. However, there are other classes, say in mathematics, where technical aids are merely a distraction.
There is an unfortunate tendency in higher education for technology enthusiasts to make a great deal of noise, which can garner attention from the admin types, while the same individuals have a poor grasp of the underlying technology. This situation often leads to expensive train wrecks. Another problem is caused by the folks who are weak faculty members who use technology to cover their shortcomings. Interestingly, blogs are a great favorite with this type.
Really, the issue here is that technology is not an automatic panacea. Moreover, integrating technology into teaching has to be done carefully and in a controlled manner. Different technologies need to be deployed experimentally and incrementally, with a great deal of attention paid to effectiveness. Unfortunately, this happens all too seldom, as the evangelists all too often get the ears of the administrators. However, they are the ones which end up with failed projects, while I am the one with successful projects and publications!