The ICT4E discourse stems from the broader concept of the Information Society. This idea originated in economics, specifically with Austrian economists like Friedrich Hayek in the 1930s, who introduced the concept of 'knowledge economics.' Hayek argued that Germany's economic recovery after World War I was due to science, technology, and knowledge. Later, Fritz Machlup expanded on this, coining the term 'Information Society' and establishing the trichotomy of agricultural, industrial, and information societies. Mark Porat's 1976 dissertation further described the information economy.

A country is considered an Information Society if a larger portion of its workforce comprises information workers, as opposed to agricultural or industrial workers. The Philippines, initially an agricultural society, controversially reclassified to an information society around 2007 due to overseas Filipino workers being categorized as information workers. The speaker illustrates the tangible impact of information and media coverage on economic markets using examples like the 1987 and 2007 stock market volatility and the rapid fluctuations in the Philippine Stock Exchange index during a live senate hearing in 2016.

A core assumption of the Information Society is that information is a valuable commodity. This is countered by the Open Access movement, which advocates for free and accessible knowledge. This movement has led to concepts like Open Educational Resources (OER) and Creative Commons licensing. The rise of 'Open Universities,' exemplified by the UK Open University and its high ranking, and the emergence of 'Mega Universities' (with over 100,000 students) like the University of Phoenix, highlight the growing trend towards open and flexible education systems in response to the Information Society's principles.

ICT (Information and Communications Technology) refers to new technologies combining computers and telecommunications. In the late 1990s, the application of ICT to development led to ICT4D (ICT for Development), a movement started by the World Bank and adopted by UN agencies. ICT4E (ICT for Education) is a sub-field under ICT4D. In the Philippines, the UP Open University, particularly its Faculty of Information and Communication Studies, pioneered ICT4E, offering 100% online courses and being influenced by thought leaders in the field.

The Basic Education Sector Reform Agenda in 2006 aimed to develop an ICT4E strategy for the Philippines. Studies revealed that early ICT4E programs were often technology- or donor-driven and insensitive to social realities. ICT4E was categorized into three functional areas: ICT for pedagogy (e.g., computerization programs), ICT for teacher development (e.g., training initiatives), and ICT for governance and management (e.g., educational information systems). Challenges included DepEd's organizational readiness, poor internal communication, lack of data interoperability across projects, and a need to develop programs based on real, felt needs rather than external agendas. Proposed policy instruments included broadening the definition of ICT, promoting appropriate use, donor coordination, and public-private partnerships, all contributing to the national ICT4E strategy.