As a teacher in the San Antonio Independent School District, Addison Davis encountered a significant challenge--maintaining student engagement during the last periods of the school day. These periods often felt like a battle between his students' growing restlessness and his efforts to keep them focused on the content. Initially, he relied heavily on traditional, analog methods--pencil and paper assignments, note-taking, and other activities that required fine motor skills. In retrospect, he realized that research, like the work of Ihara et al. (2021), which highlighted the role of handwriting in learning and memory, also warned that overreliance on such practices without balancing with modern tools may hinder engagement, especially in students accustomed to digital interaction. In this article, he examines how he realized that a balanced blend of both analog and digital methods was the most effective approach; switching between these two modalities kept his students, metaphorically, on their toes and catered to diverse learning preferences.