This chapter argues that thinking about time and temporality through the works of Latour offers an insightful inquiry into educational life, and more specifically into digitization as a governing trend in education. It does so by conceptualizing three main threads in Latour’s work: 1) how actors produce timings and are produced by timings, 2) how different timings exist conjointly, and 3) how time and space are deeply entangled. The chapter draws from empirical examples of digitized environments in schools to show how specific timings are produced, and produce, mundane governing practices in schools today. The chapter further argues that a Latourian lens on time enables us to view governance as something continuously produced, maintained and achieved by teachers and school leaders in their daily practice, and how time (through digital technologies) plays a decisive role in such matters. By doing so, the chapter puts forward an empirical and materialist view of digitization as a governing trend. Lastly, the chapter motivates educational research to move between linguistic repertoires and find new words to think with (in relation to time), to de-stabilize (time) concepts as something controllable, which was ultimately the main tenet in Latour’s work.