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This article examines the affordances that digital technologies offer to labour unions. The results of our study of 13 trade unions in Canada contrast with the prevailing techno‐deterministic perspectives in the literature which describe digital technologies as fundamentally good, bad or neutral for unions. By adopting an affordance approach, our paper examines how union actors perceive digital technology utility and constraints across five union core functions. The study identifies four digital information and communication technology affordances for unions (visibility, intensification, aggregation and addressability) and contributes to the literature on union renewal by showing how these affordances interact in a complex way and can reinforce trade unions' capabilities. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Public Administration is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Review of Sociology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Public Administration is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interviews with 216 Grades 4-8 teachers and observations in 21 classrooms show that computers are widely used to teach writing across Canada. Restricted access to computers plays a role in the frequency and types of interactions that students and teachers have with computers in writing classes. Equally influential are assumptions about writing development and effective teaching practice. Many participating teachers believe that spell checkers hamper students' spelling development. They view computers as tools to extend and support their teaching of mini-lessons. [ABSTRACT FROM AUTHOR]