Abstract Enabled by the development of information technologies, telecommuting and telework have been incorporated into organizations for around 30 years. However, there still exists resistance to this work arrangement, particularly from middle-level managers. Formal knowledge about how to manage telework is needed to keep the managers better informed. I conducted a qualitative exploratory study to investigate how managers exercise controls in the telework environment and examined the role of the use of information technologies in organizational controls in this work environment. Based on interview data with people from two work groups that participate in telework program, I found that the managers exercise a portfolio of controls that consist all four documented control forms (outcome, behavior, clan and self control), and controlling the employees’ adoption and use of information technologies is a new form of behavior control in the telework environment.

The purpose of this study is to examine in detail how a computer education teacher utilizes an online learning environment. The study tries to explore how a computer education teacher uses information technologies in classroom instruction, which methods s/he uses during integration process of the online learning environment, how s/he solves the problems s/he faced and his/her expectations from an online learning environment. Furthermore, based on the experiences of the computer education teacher use of online learning environments by other subject area teachers were pursued. In this study, within the framework of qualitative research paradigm a case study was conducted in the form of action research. Qualitative research methods were used. A computer education teacher formed the participant of the study with attributes of matching with the purpose and according to predetermined criteria. Results revealed that the teacher used the online learning environment to support his instruction. Implementation section of the online learning environment was preferred mostly. Use of online learning environment enabled the teacher to spare much time for dealing with students individually, providing other information source, and increasing students&rsquo / interest. The teacher utilized the online learning environment for preparing and supporting instruction: Preparing and providing alternative examples, supporting the evaluation process, and assigning homework. Integration of online learning environment is affected by content of lesson, content provided by the environment, and learning materials. The teacher perceived that his students became aware of responsibility of their own learning, become aware of information can be reached from other sources and were much active and participating more to the lessons. The computer teacher perceived that other subject teachers needed technical support, showed lack of access to technology resources, and lack of learning materials to enhance their classroom instruction with technology.