Discussions on the potential for technology to disrupt education have appeared at regular intervals for many years. Various technologies have heralded the end of university teaching as we know it. E-learning in the 90s and early 2000s [1], Second Life in the mid to late 2000s [2], and MOOCs in the 2010s [3] were all supposed to revolutionise the traditional university model. However, prior to the COVID-19 pandemic, real change was remarkably slow and inconsistent [4]. The closure of global education institutions due to the COVID-19 pandemic necessitated a rapid transition to emergency remote teaching (ERT) [5] and saw educators engage with synchronous and asynchronous tools like never before. This rapid transition, and the continued use of certain technologies as a by-product of the pandemic, may function as a disruptive paradigm shift [6] in education, where experiences and practices adopted during a time of crisis have an impact on teaching and learning for years to come. As universities stand at the intersection of pandemic and post-pandemic times, the opportunity exists to explore the strategic potential of collaborative research and knowledge exchange networks between education and computer science academics to foster innovative capacity in both domains and to capitalise on recent experiences. To explore this opportunity, this paper begins by examining the disruptive potential of technology in education. Following this, we outline the opportunities and challenges associated with collaborative research between the education and computer science domains. To conclude, the paper provides recommendations to foster cross-faculty research and innovation