The objective of this thesis is to establish the case that information and communication technologies have to be understood as the backbone of a community knowledge infrastructure underpinning the learning community. Measurement of success is of central relevance to this work. The predominant model for measurement in the first phase of the current societal change has centred around quantitative outcomes. This thesis starts from the premise that this model is no longer adequate and that new measures must be identified. This stance is justified by looking at a theoretical level at the current societal change. There is recognition of the cross-sectoral nature of ICT as an enabling mechanism for development and for decision-making. This thesis focuses on a rural community. It is in rural areas that technology has been most forcefully presented as a ‘deterministic’ solution to disadvantage. In line with the concepts of reflexive modernity, the fieldwork undertaken works out from the key agents of development at the local level in the study region. Evidence is gathered on the meanings and importance attached to information and communications technology in regional development. This then is triangulated, validated quantitatively and matched with wider evidence gathered from local community groups. Concrete actions are proposed for the study region. The policy context forms an important backcloth lo the fieldwork and so an analysis is done of Information Society Initiatives and Rural Development Policy. The findings of two recent evaluative studies are taken into account. In this thesis the argument is made that community informatics may best be understood as a group support system promoting a collective agenda, increasing creativity whilst preserving community identity. A Community Knowledge Cone is derived and proposed as a model for the measurement of progress towards a knowledge-based community and consideration is given to appropriate performance indicators.