Instructors’ writing slates have been used as pedagogical tools for about a thousand years now, yet they are only recently starting to show their age. Cheap, efficient, and easy to use, blackboards and whiteboards can help an instructor to communicate clearly with an entire room of students at once. Traditional whiteboards alone, however, are insufficient for contemporary classrooms as they are unable to take advantage of the range of audio-visual and digital information that is now available. This has caused most educators to divide time between a computer with PowerPoint slides and audio-visual materials, and a manual whiteboard. Studies have shown that PowerPoint lectures have the potential to provide focus, but that the rigid nature of the software can also lead to boredom and lower test scores if the educator does not make a conscious effort to react to the queries and non-verbal feedback of their students (Bartsch & Cobern, 2003; Bell, 2009; Clark, 2010). Teachers can use laser or virtual pointers in order to focus students’ attention during PowerPoint-based lectures, but for more involved or spontaneous elucidation, we tend to walk away from the computer and pick up a dry-erase marker.