The world has been taken by storm with recent developments in Generative Artificial Intelligence (GenAI). Suddenly chatbots seem to be everywhere, even in places where we don't necessarily want, or need, them. Chat Generative Pre-trained Transformers (ChatGPT) became available on December 9th, 2022. For the first time, we could interact with its artificial intelligence (AI) in a conversational way. In only five days, ChatGPT had more than 1 million users and we haven't looked back. Every time a new technology is introduced, New Literacies are required. This represents a continuous challenge for everyone, but especially for educators, who are responsible for ensuring our students develop the literacies needed to thrive in their everyday lives, as students, as citizens in a democratic society, and in their future careers. Some experts argue AI is going to transform the world for the better, while others believe it could destroy us. Recent research conducted in the U.S. demonstrates people who have less knowledge about AI are more open to using it. Researchers believe this may be due to their sense of wonder about what it can do, in spite of possible drawbacks. In this paper, I discuss tensions associated with introducing GenAI in an Educational Technology graduate course, at a large Canadian University. While we rush to ensure educators are able to meaningfully integrate GenAI across the curriculum to promote learning, we also need to be aware of negative aspects of these technologies, both inside the classroom and in the wider world. Drawing on recent models of Critical AI Literacy, I chart a tentative path forward.

Keywords: Generative Artificial Intelligence, Teacher Education, Higher Education, Critical AI Literacy.