| This thesis is an investigation into how rural and remote communities in the Province of Ontario, Canada, harness information and communication technologies (ICTs) towards community development goals. The research began with a consultation with stakeholders from across the province on priority topics to investigate. The consultation and a review of the literature revealed that there were no theories or common frameworks on rural and remote ICTs that would allow researchers, practitioners or policy makers to explore and analyze issues of concern.; The focus of this research is on the human and organizational side of rural and remote ICTs. The methodology is informed by grounded theory as an approach to research that seeks to generate theory rather than test hypotheses. This paradigm is appropriate to a subject matter that is characterized by multiple actors with different perspectives and no clear definition of goals across the different interest groups. The methodology also integrates elements of systems thinking, soft systems methodology, case study research and participatory action-research.; The research led to the development of a framework as a heuristic model to understand and analyze rural and remote ICTs. The framework addresses the interrelationships across four major dimensions: policy and regulation, organizational development, community, and infrastructure. The framework was applied to three case studies. In turn, the case studies shaped the final framework. The framework places emphasis on analyzing organizational and community dimensions. It describes the attributes of these groups as learning organizations that are dynamic, able to evolve and function as mediating organizations. Their mediation action refers to matching community needs with government programmes, and with technologically and financially viable solutions. The research summarizes the policy, organizational, leadership and infrastructure conditions that led to the evolution of these organizations. A monitoring and evaluation methodology that addresses three levels of community development is also proposed. Further research questions are posed.; The research concludes with a hypothesis: rural and remote ICT initiatives need a local learning space to flourish. A ‘local learning space’ may be a mediating organization united by a vision of a desirable community future. ‘Failure to flourish’ will be evident in uneconomic service access (only available to powerful institutions in the community) that widens income and information accessibility gaps and reduces opportunities for broad citizen participation. |
