The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May-October 2024). By integrating AI tools into every phase of the research process, the study examines AI's role as both a research partner and a subject of inquiry. Field notes, queries, and AI-generated outputs were systematically collected, creating a corpus for analysis. Grounded in activity theory, this research offers a reflective narrative on the evolving work routines of instructional designers and educators, emphasizing the orchestration of technology rather than prescriptive best practices. The study contributes to educational technology research by documenting the use of AI at a specific point in time, providing a foundation for future inquiry into the practical implications of AI in education.