I'll chime in on the higher ed tech issue from the (somewhat) recent student and faculty perspective. When I was a grad student, I definitely noticed some of the faculty having bigger issues with using classroom technology than others. We used to playfully mock them for it among ourselves, but we didn't think too much of it. Having taught classes in many of the same classrooms as them, I will say that some of those room's systems were much more complicated than they needed to be, but I will get back to that in a bit. My major professor was one of those who had more problems with the classroom tech and it was indicative of his overall computer use. His students helped him out with things as much as we could, but he still often had to go to our department IT for many problems, partly brought on by having gotten cheap laptops that weren't very reliable.
As an undergrad, I didn't really notice the classroom tech issue so much because we didn't use too much technology in most of my classes, which were classical chalkboard-oriented mathematical theory classes. The few that used technology regularly had professors who were well acquainted with it. At the time, though, supportive tech like Blackboard was seemingly still somewhat new. It wasn't widespread throughout the university, but was used uniformly in some colleges. Such software also varied from college to college (blackboard and WebCT are the two I remember), so it could be difficult for students to get used to the differences in each.
More interesting, I guess, are my experiences now as a faculty member. I work at a large state research university that has had a lot of growth in student enrollment in the past 10 years or so. The schools I went to before coming here were also large state research schools, but had access to considerably more funding, so a lot of the classrooms were nicer and/or more uniform. I will readily admit that I sometimes have problems with classroom technology here and it seemed like a switch was thrown in me that started it when I got here, which led to me making jokes about this issue both to myself and to my classes. At first, part of this was getting used to what were new protocols here, some of which are actually great at simplification, others of which aren't.
After the first year, in which all of my classes were in similar classrooms in my building, I started having to teach in other buildings. The setups for the classroom technology were often very different in those other rooms. Some of them had great computer stations that were easy to use, but others even lacked computers, so I had to bring a laptop with me to set up manually every day. Among the ones with decent set-ups, some had systems that would automatically lower the screen when the projector would turn on (even if you didn't want the screen there) and others had to be lowered separately (either manually or via a separate switch). Some of the classrooms have systems that are very stable and others that would break a few times throughout the semester. On some occasions, I taught in university-coordinated classrooms, so I had to call university IT for help with problems in them. On others, I was in my building, so I could contact our great, departmental IT guys, but sometimes I teach in other buildings in non-coordinated rooms, so I have no clue who to actually contact.
My main point with that is to stress that it can be difficult for faculty, even the rare ones as young as me, to keep track of how to use vastly differing tech setups in different classrooms.
The same can also hold true with class support software. In grad school, we used the traditional Blackboard system, which I actually liked quite a bit for posting grades and lecture notes. For the purposes of my class, it was pretty user friendly for both me and my students. The only problem I really had with it was when students sent emails through it to me, the system wouldn't tell me whether the student was e-mailing just me or everyone, which was problematic when students wouldn't address anybody specifically in the e-mail. When I got here, though, even though we still use Blackboard, it is their other line of software, which is based on the old WebCT series after they bought that company out. I found it so much more confusing to use, between requesting a course site on it from the university, posting documents, and uploading grades, so I stopped using it in favor of just maintaining my own simple websites (without posted grades on them).
I also "have" to use different online homework systems for different classes I teach. Some books are affiliated with MyMath/StatLab and others with WebAssign. Other classes, still, that I don't teach, use the open source WebWork system, which sounds horrible to me, but at least that one is free for students. Keeping track of what each system allows me to do for making assignments, grading assignments, and displaying for grades, is quite painful. I have issues, of course, with textbook company practices and always feel a bit guilty using the software for homework since it isn't cheap, but I have actually gotten generally good feedback from my students about the online homework systems because of the fact that they are able to get instant feedback on each part of their homework rather than having to wait a week to get overall feedback from me.
Combine all of the various different types of technology use in different circumstances with the many other obligations of faculty, some of which require yet additional technologies, and it can be far more difficult than people realize for us to keep track of the procedures for using individual classroom and software procedures. Again, I am saying this even just in my low thirties after having used computers and other technologies for most of my life and many of my formative years. I can easily understand the difficulties that older faculty face with the same circumstances.
I want to come back to the original issue of science (and math) education later on, so hopefully I won't forget to do so.