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Animation systems-software tools that can show a dynamic view of the execution of a program-were designed to help novices improve their understanding and to help teachers facilitate learning. Preliminary studies on the effectiveness of animation systems on the understanding of students have shown encouraging results. Nevertheless, the use of animation system is not very widespread. This paper presents the results of a phenomenographic study designed to describe the different ways that teachers experience the use of an animation system as a pedagogical tool. The results suggest that increased acceptance of such tools by teachers depends on integrating the tools with other learning materials and on addressing the role of the teacher in the use of software by the students.