Made available in DSpace on 2016-04-29T14:23:30Z (GMT). No. of bitstreams: 1 Marta do Carmo Silva.pdf: 2168884 bytes, checksum: f443d52d9ccdc6c1c3c0324f646723b5 (MD5) Previous issue date: 2014-08-29 / In our nowadays society, technology had provoked changes in communication, work, consume, and learning process. The virtual world is an essential piece of nowadays society and the mobility due to technology; which permits communication and information anywhere and at any time; brings challenges to schools, structures in disciplines that not always communicate, during classes in which the teacher is the main content organizer. Our objectives, therefore, is to investigate if having teachers use technology guarantees a rich environment in collaboration, sharing and and active participation of the students in the construction of knowledge. In the search to comprehend the context of the situation that we aim to investigate, two instruments were used for collection, analysis and interpretation of data: a questionnaire that will inform us of teachers that use technology, and a semi structured interview, searching for the significance behind the investigative questions. The theoretical reference adopted in anchored with authors such as: Coll, Peña, Allegretti, Moran, Lévy, Santos, Gomez, Sacristán, Gabriel, Hernandez, Sancho, Santaella, Silva, among others specialists in technology and education. The interpretation of data concluded that being a technology user is not the conditions needed to use them in meaningful learning. Technology use done by teachers is directly related to their concept of learning, therefore, they use technology to reproduce knowledge, dialogue, share, and build knowledge. Furthermore, technology makes teachers develop new competences, continuous education, critical thinking and useful information to help students acquire essential abilities to comprehend information in front of them and generate knowledge. This wish essential for a school that expands as soon as the virtual world starts to integrate teaching and learning environment / Na sociedade contemporânea, as tecnologias têm provocado mudanças nas formas de comunicação, consumo, trabalho, ensino e aprendizagem. O mundo virtual é parte integrante da vida dos cidadãos e a mobilidade permitida pelo uso dos dispositivos móveis - que disponibilizam comunicação e informação em qualquer lugar e a qualquer hora - traz um desafio para os ambientes educacionais, estruturados em disciplinas que muitas vezes não se comunicam, em tempos de aula definidos e centradas na figura do professor como principal organizador dos conteúdos. Nosso objetivo, portanto, é investigar se o fato de o professor ser um usuário das tecnologias, garante em sua prática docente uma mediação desses recursos de forma a promover um ambiente rico em colaboração, compartilhamentos e participação ativa do aluno na construção de conhecimentos. Na busca por compreender o contexto da situação que pretendemos investigar, adotados dois instrumentos para coleta, análise e interpretação dos dados: um questionário que nos indicaria os professores usuários de diversos dispositivos e a entrevista semiestruturada com esses sujeitos, buscando em suas narrativas extrair unidades de significados que pudessem responder às questões de investigação. O referencial teórico adotado está ancorado em um campo de autores como: Coll, Peña, Alegretti, Moran, Lévy, Santos, Gómez, Sacristán, Gabriel, Hernández, Sancho, Santaella, Silva entre outros especialistas nas questões educacionais e tecnológicas. A interpretação dos dados revelou que ser um bom usuário das tecnologias não é condição para utilizá-las na promoção de aprendizagens significativas. Os usos que os professores fazem das tecnologias está diretamente ligado à concepção que eles têm de ensino. Dessa forma, eles utilizam as tecnologias para reproduzir conhecimentos ou para dialogar, compartilhar, construir conhecimento. Por sua vez, as tecnologias exigem que o professor desenvolva novas competências, que abarquem em formação contínua, leitura crítica e catalisação de informação útil para auxiliar o aluno a adquirir habilidades indispensáveis que lhe permitam compreender o que fazer com as informações que estão à sua disposição a qualquer tempo, lugar e de muitas formas diferentes, sendo capaz de gerar conhecimento. Isso é estar pronto para lidar com uma escola que se expande a partir do momento que o mundo virtual passa a integrar o ambiente de ensino e aprendizagem

Research within the field of inclusive leadership solely derives from insights from leaders practicing inclusive leadership in physical settings. Building on previous research of e-leadership in virtual settings, the purpose of this study is to make a theoretical contribution to the area of inclusive leadership by incorporating the experiences and perspectives of leaders practicing inclusive leadership in hybrid settings. In addition, a practical contribution is to provide guidance on how leaders can adapt their leadership practices to be suitable for a hybrid way of working. The research is based on a qualitative interview study with an abductive approach and collected data from semi-structured interviews with fourteen formal leaders in a wide range of industries practicing inclusive leadership in a hybrid setting. The results show that inclusive leadership is influenced when practiced in hybrid settings and the key finding of this thesis concerns that shared decision-making incorporates additional features for inclusive leaders in hybrid settings to take into consideration.

Denna kandidatuppsats har fokus på tillit som ett organisatoriskt fenomen, mer specifikt på dendyadiska tilliten, dess utveckling och dynamik i relationen mellan chefer och medarbetare inomsvenska offentliga organisationer när arbetet sker virtuellt. Studien har en kvalitativ ansats medett relationellt perspektiv på både ledarskap och tillit och närmar sig ämnet genom teorier kringtillit, tillit i virtuell miljö och ledarskapsteorier. Den forskningsdata som presenteras består avintervjuer med chefer och medarbetare från två svenska offentliga organisationer insamlatgenom semistrukturerade intervjuer. Studiens främsta bidrag är den modell som presenterassom baseras på det empiriska materialet och på en befintlig tillitsmodell med integritet,hjälpvillighet och förmåga samt på aktuell forskning inom tillit och ledarskap i virtuell miljö.Faktorerna kommunikation, kroppsspråk, relationsbyggande samtal, användande av tekniskahjälpmedel och balans mellan kontroll och stöd är enligt modellen betydelsefulla för tilliten ivirtuella miljöer. Vidare visar studien på skillnader mellan hur chefer och medarbetare ivirtuella miljöer upplever balansen mellan kontroll och stöd. Resultaten tyder på att det förpraktikersamhället är av betydelse att öka medvetenheten kring skapande och utveckling avtillit eftersom chefen genom att agera med avsikt att öka tillit genom stöd tycks kunna minskatilliten genom att medarbetaren istället upplever ökad kontroll. Detta kan även utgöra enutmaning med att arbeta med tillitsbaserat ledarskap i virtuell miljö, vilket är något mångasvenska offentliga organisationer, i och med Tillitsdelegationens arbete, idag aktivt arbetarmed. Den modell som presenteras kan användas som ett verktyg i arbetet med tillit, samt liggatill grund för vidare forskning. / This Bachelor's thesis focuses on trust as an organizational phenomenon, more specifically, thedyadic trust development and dynamics in the relationship between leader and follower withinSwedish public organizations when the workplace is virtual. The study applies a qualitativemethod with a relational perspective on leadership and trust, drawing on trust theory, leadershiptheory and research in both virtual trust and virtual leadership. The study includes data fromleaders and followers in two Swedish public organizations collected in semi-structuredinterviews. The main contribution of this study is the model that is presented which is based onthe empirical material and on a pre-existing model of trust including integrity, benevolence andability, and on current research in trust and leadership in virtual environments. According tothis model, the use of communication, body language, conversations that build relationships,technical aids and a balance between control and support are of importance to trust in virtualsettings. The study also demonstrates differences between how leaders and followers perceivethe balance between control and support. The findings imply for managerial leadership thatraising the level of awareness of trust development in virtual settings is crucial, because leadersmay act with the intent of increasing the level of support but end up decreasing the level of trustwhen the follower interprets the act as increased control. This may affect the ability to apply atrust-based leadership in virtual settings, which is, because of the work by the governmentappointed Trust-delegation, what many Swedish public organizations today have the ambitionto do. The model that is presented in this study can be used as a tool when working with trustand open up to future research.