This position paper explores the current state of artificial intelligence (AI) tools, educator support of and opposition to AI tools in teaching and learning, and the ethical and social implications of AI tools in higher education. As technology continuously develops in the educational community, educators must have a voice in how AI exists in the classroom. This paper addresses support of and opposition to AI implementation and the need for more studies on teacher and student experiences with AI tools, such as personalized learning platforms and intelligent tutoring systems. The practical applications of AI in future studies should explore how to best implement AI tools while advancing knowledge and maintaining academic integrity as students and faculty become more technologically literate citizens. Studies in educational technology have acknowledged that social and ethical implications arise from the advance of AI. Programming diverse practices into AI applications impact the data output when generating new content. Therefore, this position paper acknowledges the need for being inclusive in framing technology and AI tools across less developed countries, emerging economies, and developed countries using varying theories, such as situated learning theory, technology affordances and constraints theory, decolonial theory, and intersectionality.