ChatGPT is having an impact on students, and information systems (IS) and computing academic professionals alike. Our goal for this paper is to help faculty and students know the conditions in which generative AI such as ChatGPT should or should not be used. To that end, we describe the development of a 2x2 matrix. On the horizontal axis we have the faculty member, and on the vertical axis we have the student. The faculty member is dichotomized into being there to just give a grade or being there to teach a skillset. The student is similarly dichotomized into being there to just get a grade or being there to learn a skillset. This dialectic expresses the real and important tension between the actions and intentions of faculty and students, and we use it to develop a framework as to when each should use ChatGPT. For each of the four quadrants of the 2x2 matrix we discuss three challenges facing IS and computing education: 1) cheating by students, 2) career readiness of students, and 3) faculty response. Important directions for future research are also provided.