Abstract—In this technological era, teachers as conveyors of knowledge should, in addition to content knowledge, prepare themselves with most current aiding tools that can make knowledge delivery easier, design of teaching application available and relevant to various scientific concepts. Studies reveal that, teachers in teaching sciences are not aware of authoring tools for presentation of concepts, few teachers that aware of the authoring tools could not use the available tools to come up with well-prepared material to teach while remaining teachers were aware and could use it to design but have serious hindrance in implementing it into classroom environment. This paper, through pictorial representation of data, shows that out of 180 teachers in both primary and secondary schools teaching sciences and other subjects sampled, over ninety percent were not aware of authoring tools existence; over five percent could use any of available authoring tools to design. Adapt Learning was the major tool used mostly by those teacher that can use the tools; accessibility and cost of software were counted as factors that can affect the use of authoring tools. It is recommended that workshops should be introduced on the use and proper application of authoring tools with their peculiar benefits and weaknesses; teachers should be trained to design with these tools effectively to solve scientific conceptual problems.
 

Index Terms—authoring tools, sciences, classroom, courseware, course material

Cite: Ismail O. Muraina, Abiodun S. Okedeyi, Adeyemi T. Adesanya, and Aderonke M. Oginni, "Authoring Tools: Its Awareness and Incorporation into Teaching of Sciences and otherSubjects in Lagos State Secondary Schools, Nigeria," International Journal of Learning and Teaching, Vol. 2, No. 2, pp. 167-171, December 2016. doi: 10.18178/ijlt.2.2.167-171