In a 2023 article published in The Hill, Sarah Eaton, an associate professor of education at the University of Calgary who primarily researches ethical issues and issues of academic integrity in higher education, called ChatGPT and similar generative AI models “the greatest creative disruptor to education and instruction in a generation” (De Vise & Lonas, 2023). While Eaton might be correct in identifying AI as such, a disruptor is never intrinsically good or bad. A disruptor in education can significantly alter traditional educational practices, established norms, and systems. It can reshape the landscape of education by introducing novel approaches, tools, or models that may fundamentally shift how teaching and learning occur. What a rushed revulsion to AI creates is a situation where the real, productive aspects of this new technology are ignored, thereby restricting the use of tools that afford us novel and innovative forms of access for processing, developing, and presenting our deep learning.