Authoring tools are computer software programs that facilitate the user in creating multimedia products. Authoring tools bring different instructional modalities together to create one project. They incorporate text, graphics, video, sound and animation into one easy to use program (Cashman, et al., 2006). They are intended to be user friendly in the creation of a multifaceted application. Examples of authoring tools are: Flash (an Adobe program that allows graphics, and animation), PowerPoint (a presentation program) and DreamWeaver (web design). How can these programs help students achieve greater academic success in the classroom? These programs allow students to be more active in their education by allowing them to create their own content and then share that content with one another. Authoring tools can also help students that need extra assistance because students can go throughout the programs at their own pace or go over a certain aspect as many times as needed (Higgins & Boone, 1990). Gifted students can create content that is meaningful and challenging to them. Studies have also shown an improvement in grade point average (Little, 2006 and Demirtas & Gulek, 2005). Finally, because authoring tools are multifaceted, different learning styles can be accommodated and a higher order of thinking can take place.

Today's students have been more involved in their own education than in previous generations. Classrooms are more student-lead rather than traditional teacher-lead or lecture based instruction. With the Internet at most students; fingertips, they are used to surfing the Web, blogging, emailing pictures and files, downloading music, etc. It is only natural for them to enjoy authoring tool programs. They seek to create and express themselves, and authoring tool programs permit this expression. PowerPoint, for example, permits students to make slide shows for their peers. Creating a PowerPoint not only helps the student that created it, but his/her peers as well. By allowing the students to be more active in their learning process, they are more likely to succeed and feel proud of their accomplishments (Coziahr, n.d.).

Authoring tools also allow special needs students to get the extra assistance that they require (Higgins & Boone, 1990). Again, programs such as PowerPoint can allow a student to review the same slide multiple times if needed. Graphics can also be added for the students that are not at a specific reading level. If a program is utilized in such a way that a student can dissect a frog by following a diagram instead of reading a chapter on it, the student still learns the skill. Also, if a student is morally opposed to a dissection, he/she can still view the frog's stomach/nervous system/brain, etc. via an authoring tool program.

According to Little's study (2006), he found that his participants reading and writing scores increased after the implementation of hypermedia in the classroom. Demirtas and Gulek (2005), also found favorable increases in students' academic outcomes. Yildirim (2005), found that, "The results of this study reveal that the students found the strategy of using hypermedia as a cognitive tool to be effective for constructing an understanding of the content" (p.115). All but three students in Yildirim's study believed that hypermedia instruction increased their learning. However, Higgins and Boone (1990) and Liao (1998), did not find that hypermedia always increased students' scores. In their studies, the use of hypermedia versus non-hypermedia instruction was better than teacher-lecture or non-hypermedia. Higgins and Boone also found that students who had a mixture of teacher-lecture and hypermedia also performed well.

Different learning styles (visual, auditory and kinesthetic) are accommodated (Coziahr, n.d.). Without the use of different authoring tools, many students would not be able to reach their full educational capacity. By allowing students to become more active in their own learning, they will naturally create projects that are meaningful to them. They will be more interested in their own education if they are encouraged to create, build, explore and learn without borders and limitations. The Internet and authoring tools have helped to create a new generation of scholars.

Authoring tool programs give students and teachers the possibility to enhance their educational experience in numerous ways: differentiated instruction, more creativity, higher grades, increased learning and retention and extra help to special needs students.


REFERENCES

Cashman, T., Gunter, G., Gunter, R., & Shelly G. (2006). Teachers Discovering Computers. Integrating Technology and Digital Media in the Classroom (4th ed.). Boston, MA: Thomson Course Technology.



Coziahr, T. (n.d.). Hypermedia Aided Literacy. Retrieved June 21, 2007, from http://eserver.org/courses/spring97/76100o/contributions/coziahr/



Demirtas, H., & Gulek, J.C. (2005). Learning With Technology: The Impact of Laptop Use on Student Achievement. The Journal of Technology, Learning, and Assessment. 3(2).



Higgins, K. & Boone, R. (1990). Hypertext Computer Study Guides and the Social Studies Achievement of Students with Learning Disabilities, Remedial Students, and Regular Education Students. Journal of Learning Disabilities 23(9).



Horton, W. & Horton, K. (2003). E-Learning Tools and Technologies. Indianapolis: IN: Wiley Publishing, Inc.



Liao, Y. C. (1998). Effects of hypermedia versus traditional instruction on students’ achievement. Journal of Research on Computing in Education 30(4).



Little, E. (2006). Technology Integration as an Intervention strategy for Eight Graders. Meridian, 9(2). Retrieved June 21, 2007, from http://www.ncsu.edu/meridian/sum2006/tech_integration/02.htm



Yildirim, Z. (2005). Hypermedia as a Cognitive Tool: Student Teachers' Experiences in Learning by Doing. Educational Technology & Society, 8 (2), 107-117.