The improvement of a professional group is due, in part, to its ability for introspection and self-evaluation. This is essentially the process of "analyzing" the profession as it currently is practiced, identifying necessary changes and improvements, and "synthesizing" or creating a new image or model of the profession to determine its use in the learning environment. Beginning in the early 1960's teachers of teachers began to the study changing role of the "Audio-Visual Communication Specialist" and the content and pattern of pre-service and in-service training of this professional group. They discovered that while the profession is education, Audio-Visual Communication Specialists represented a subset of the larger whole. The Audio-Visual Communication Specialist as a working term had been replaced by "Educational Media Specialist" and the field represented by both titles continued to be in a state of flux. Since then, other terms have evolved among AV people, including the expression: "educational technology." Much discussion has taken place regarding the term "educational technology" does it really exist? Is it the same as technology instruction? A new model, for this group had to be established including test to measure the extent to which the media specialist has gained in performance, or has really modified their role. If not, the old views of the educational media specialist would remain the same regardless of title changes. The author notes that even now what is still absent in the typical education environment is awareness and knowledge of the system as an information processing network. Until this view is adopted, educators will continue to blanch when thinking about performance expectations of education by those who live in the real world.