Teachers are generally unprepared to undertake the design and development of instrumentation media. An intensive developmental program must be initiated to inform them and other interested parties about the advantages of working with innovations in education. Media coordinators could do much more to promote the support function of a media center. In fact, if innovative practices are to be universally accepted, a dedicated program of support from administration, faculty, and technical media facilities must be a reality. A clarification of the systems approach, instrumentation, conceptual learning, and programs needs to be made in the form of "descriptors" as employed by the ERIC Clearinghouse. To facilitate all of the above, in-service workshops, displays of the media support function, pilot programs, staff augmentation, university "media specialist" curriculums, active association of the media coordinator with the faculty and evaluation of this association, and internship programs in media coordination are all strongly recommended. (MM)