Animations have long been perceived as an effective tool in teaching and learning. While students' reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes. At a research intensive university in Hong Kong, animations on the topic of university assessment policy, such as rubrics and grade descriptors, have been produced so that teachers can understand the latest policy quickly without attending lengthy workshops. It was found that a striking 95% of teachers reported gaining better understanding of assessment rubrics after watching the animation. This paper will present the findings from a small study on how teachers perceive the use of animations for their own professional development, and how they perceive the incorporation of animations into their own disciplines to engage students. Despite positive attitude towards the use of animation for teaching and learning, academics expressed practical and technical concerns.