Regardless of comfort with technology, most teachers start implementation of technology at the lower enhancement level of integration (Substitution rather than Redefinition). This is the same for the tech-phobic and the tech-philic (my science background... sorry). AND THAT'S FINE.
Sure your administration might ask you how chromebooks have transformed your class... We'll get there, Rome wasn't built in a day. If you are at least getting the computers into the students hands and letting them explore then you are on the right track and are setting yourself up for excellence.
Students may get distracted with computers on their desks. Rather that punishing every distraction, focus the distraction and challenge students to do something that makes their presentation, paper, or project more personal... Something that they are more proud of and willing to share.
Is it a little scary to see what students come up with? Yes. Is there a chance that it will be bad? Yes. It is therefore a good thing that you set up expectations for use and have a progression of consequences. Most of the time, in my experience, I have found that students surprise me more with excellence, over-achievement, and originality. So much so that I ask them to either share with the class or teach me and others how to do what they did.
Technology proficiency is making its way into the standards, and if students are actively trying to learn standards, go with it. Even if it seems like they are only interested in the computers, use that motivation to engage them in projects related to content.