I have been an IT/maths teacher, so I have spent several years teaching in a computer lab, and watched others use the room, sometimes very effectively, sometimes not so much.
I have recently seen some excellent computer based courses and now can not imagine teaching statistics (or calculus or physics) without regular access to a computer lab. It totally transforms what you are able to do with students.
Teaching in a computer lab is an entirely different skill than most other kinds of teaching. I have seen very experienced and competent teachers totally lose a class, or at least a large portion of it, and not even know about it until things are totally out of control. Just as a lecturer learns to read a lecture hall to know what to do next, you will need to learn to read the computer lab.
To make matters worse, there are also some computer lab layouts that make it extremely difficult to work with as they are often designed to fit in a ton of computers rather than accommodate effective teaching. You will need to figure out how to use the space effectively. Computer labs are not interchangeable like regular classrooms or lecture theatres.
For students that "speak computer" fluently, they can use it to learn the material much faster and more deeply. The best students will be able to play with the computers and discover things faster than you can teach them. These students can create challenges you need to be prepared for. Do you have more advanced stuff for students to experiment with after they finish the lab work in 15 minutes? If not, it is dead boring for the students, and potentially disruptive for the class.
Then there are those that will spend the hour looking for the Start button... if they make it past the login screen! Do you have good TAs or student helpers available for those who just don't get it? Losing a student is unfortunate in a lecture, but near fatal in a computer lab, as catching up to the flow of the class is much harder, and the motivation smaller as there is always something to distract them at a computer. Nothing replaces 1-1 help. Organising students into small groups is useful at high school, but I don't know how it would work in your situation.
Try to have well designed activity sheets that students will be able to work through independently, and maybe have a manned tutorial session for students to catch up on what they missed in the lecture.
Make sure that the digital resources are well organised and easy to find, without diving through four levels of sub-folders. Make sure any printed resources match the current digital resources as much as possible - a wrong file name or hard to access sub-folder can throw the lesson for a surprisingly long time.
When you get to know how a computer lab works, you will get a feel for when to bring students' attention together for instruction, and when to allow it to run a little longer in tutorial mode. Don't be afraid to run it a little looser if you can see students are engaged and learning. The extra experimenting that they are doing may be more valuable to their understanding than cramming in the last bullet point of your planned class.
It will take a while to get right, and you may be constrained by the lab setup and other resources available, but I think you will find the payoff will be worth it.