As textbook prices continue to skyrocket, open educational resources (OER) offer a significant way to deliver high quality content to students in higher education. The pressing issue is whether these OER are engaging, relevant, and accurate. Authoring multi-touch interactive resources that are delivered to students as open-access may not only alleviate the financial burden many are faced with but also give teachers an opportunity to deepen their own content knowledge and efficacy through the act of authoring such resources. This analysis provides a rationale and means by which pre-service and novice in-service teachers can scaffold their own content knowledge and teaching practices by authoring open-access multi-touch interactive digital resources. However, multi-touch authoring solutions are limited both in scope and ability. Many multi-touch authoring solutions are cumbersome to use, difficult to publish for a universal readership, or both. Much more study is needed to study the efficacy of publishing multi-touch interactive OER and the specific effects this activity has on teacher content knowledge as well as on student receptivity and engagement with the multi-touch medium.