Instructional technology specialists have been appointed with changing titles in public schools in Turkey by MoNE since 1980‟s to carry out activities for integration of Information and Communication tools into the learning and teaching environment. However, they have been employed in private schools in Turkey by the institutions themselves. The aim of this research is to examine the relation of educational background and professional experiences of these experts with the field of instructional technology, to specify their tasks and to examine whether their tasks are in line with fields they were trained in. In the study, data were collected using the complementary mixed method from 40 different instructional technologists, voluntarily participating in the study, working in private schools in Istanbul. The results show that 77.5% of the participants have a bachelor's or master's degree in the field of CEIT / Educational Technologies, and that they have titles in parallel with their duties. In addition, it was concluded that the participants mostly do tasks such as technology integration planning and teacher training, while technical duties are done by fewer instructional technology specialist.