Professors don't reject technology in general. They reject any particular classroom approach that doesn't fit their needs, whether it is technological or not. The latest fad is Blackboard and other course management systems. They are largely a complete waste of time. It is easier for me to use my rudimentary HTML skills to hack up a webpage with links to syllabi, assignments, etc.
The one technology I am learning to like is the clickers. One doesn't learn mathematics by watching the professor, one learns it by doing mathematics. The clickers allow me to force my large lecture to work problems in class. It is also helpful in diagnosing their issues when they are too shy/reluctant/embarrassed to ask questions. Automated homework (e.g. WebAssign) is okay; it's kind of lousy for the students, but easy for me to assign/grade.
As far as comments above about lazy professors just wanting to research and not wanting to teach, our priorities are set by the administration. They will tell us that we are evaluated 50% teaching/50% research, but they are not being honest (with us or themselves). Essentially, if you can speak English and aren't just naturally terrible at teaching, you are better served (from a tenure/promotion perspective) minimizing time spent on teaching so you can maximize the time spent on research. When students demand more focus on teaching, administration will adjust their priorities, but it's hardly the professors who set the rules of the game.
Yes, IAAP (of mathematics) at a large research university.