Historically, the term knowledge management has been related to the field of business where industry has grappled with the need to manage knowledge at various levels in ways that enable access, transfer and growth. The reconceptualisation of knowledge as a commodity has resulted in a global environment where knowledge economies market the intellectual capital of their workforce. Governments recognise the potential of such markets and in the political arena, the process of developing and managing consumable knowledge is supported in government policy and initiatives designed to promote knowledge production. More recently, educational institutions have come into play as a training ground for preparing a workforce equipped in ways of thinking that will generate innovation and creative solutions. A major factor in this commodification of knowledge is the role technology has played in providing instant access to and dissemination of information. Further, information communication technologies (ICTs) are viewed as tools for creating knowledge as individuals, communities and organisations connect, interact, explore and problem solve together. Consequently, education systems have promoted ICTs as an answer to facilitating learning that is creative and complex and produces new knowledge that is innovative, transformative and transferable. Research reported in this paper examines ways ICTs have been applied across a range of learning contexts to support a self-improving community of learners as they collaboratively manage their own knowledge development.