In this response article, the author argues that the notion of 'disruptive innovation' should not be a guiding light for higher education. First and foremost, proponents of this idea would do well to recognise that much broader discourses of revolutionary change have characterised the field of education technology for decades. In short, it is an old and rather tired narrative. The difficulty with accepting 'disruptive innovation' as any more prescient than the many other narratives of crisis and technical solution in education, is that it seems to be particularly indicative of a historical amnesia that is antithetical to the very foundations of higher education. The notion of 'disruptive innovation' is firmly aligned with a view that would see a reduced role for the state, if one at all, in future educational governance. The current COVID-19 pandemic is a very real crisis, not only for education, but also for almost every other aspect of life. Nevertheless, it seems clear that many in the edtech industry have viewed it as an unrivalled opportunity for expansion. Such emergency responses to the current pandemic should not be promoted as the moment to finally realise 'disruptive innovation' in education. They would be better viewed as opportunism about which those that care for public education should be wary. [For the original article, "Disruptive Innovation and Technology Enhanced Learning," see EJ1288163.]