As English language arts (ELA) teacher educators committed to growing students' passion for reading, writing, and thinking critically, the authors acknowledge the impact that emerging digital technologies have on educational practices. Generative artificial intelligence (GenAI) is one such technology that has sparked both excitement and concern. In education, GenAI can assist in or perform a wide range of tasks, including writing, language translation, and lesson planning. However, concerns have been raised regarding its potential to generate misinformation, exacerbate existing racial, gender, and linguistic biases, extend and reinforce dominant social and economic ideologies, and diminish the need for human interactions in communication (Inclezan & Prádanos, 2023; Tacheva & Ramasubramanian, 2023). Striking a balance between embracing the opportunities presented by GenAI and mitigating its potential pitfalls is crucial (Chan, 2023). As GenAI is a new technology, particularly in English education, the authors do not position themselves as AI experts but, rather, as scholarly explorers investigating this evolving technology and drawing on their own and others' ongoing research into digital literacies in ELA classrooms and teacher education. The authors offer this position statement with ten recommendations for incorporating, addressing, and exploring GenAI in ELA teacher education.