This chapter will explore and discuss the implementation of digital pen technology in the consecutive interpreting classroom, especially when it is used in relation to the development of note-taking conventions. Starting from the idea that educators in consecutive interpreting who develop exercises in note-taking generally face the impossibility to have easy access to the process of notes being taken by their students, and consequently cannot provide them with adequate remediation strategies, the author will propose that the use of digital pen technology helps solving such issues and provides both students and educators with unexplored insights into the relation between comprehension, analysis and memorisation of a source speech and the process of note-taking.