Yes, yes, a million times yes. I'm an avowed chalkboard lecturer, for all the reasons the poster mentions in her essay, and also because it lets me engage the

Yes, yes, a million times yes. I'm an avowed chalkboard lecturer, for all the reasons the poster mentions in her essay, and also because it lets me engage the students to a much greater degree. I can elicit responses or even whole examples from the class and then run with them. I'm not constrained to a linear progression of events (as with a slide-based lecture) and can digress as appropriate. I have on occasion presented topics a full week or two early just because a student asked a reasonable question that motivated the topic---and because I was working with a chalkboard, I just ran with it and shuffled everything else around to compensate. Plus, it frees up the projector for other things, like the Java API reference or an open IDE to test something out.