Over the past year, AI code generation and explanation tools such as ChatGPT and GitHub Copilot have gained significant attention from computing educators. Both researchers and practitioners have discovered that these tools can generate solutions to introductory programming assignments and explain the contents of code. Given their current capabilities and likely advances in the coming years, how do university instructors plan to adapt their courses to ensure that students still learn well? To gather a diverse sample of perspectives, we interviewed 20 introductory programming instructors (9 women + 11 men) across 9 countries (Australia, Botswana, Canada, Chile, China, Rwanda, Spain, Switzerland, United States) spanning all 6 populated continents. We found that, in the short-term, many planned to take immediate measures to discourage cheating. Then opinions diverged about how to work with these AI tools longer-term, with one side wanting to ban them and continue teaching programming fundamentals, while the other side wanted to integrate them into courses to prepare students for future jobs. To our knowledge, this is the first empirical study to gather instructor perspectives about how they plan to adapt to AI coding tools that more students will likely have access to in the future. Our study findings capture a rare snapshot in time as computing instructors are starting to form their opinions about this growing phenomenon but have not converged to definitive solutions yet.