There is a constant rhetoric around EdTech that it needs to be intentional, and for good reason; Throwing technology at a bunch of students and expecting amazing learning to manifest is like throwing a bible at someone and expecting them to become an evangelist. Yet I wonder to what extent we as educators are really modelling this in our own lives. In the brief pocket of ‘empty time’ in which my computer was logging in just moments ago I glanced at my device and loaded up Flipboard, only to end up being sucked into reading four separate articles on things of insignificant consequence. Whilst I could justify this behaviour under the guise of becoming a ‘more globally informed citizen’ or simply the ‘effective use of downtime’ it does little to argue against the fact that I use technology without legitimate intention all to frequently. We know from countless articles and papers on mindfulness that intention brings mental and physical benefits to the individual who practices it, as well as the significance of the modelling role educators bestow. Our students deserve the right to learn that multitasking is indeed a misnomer, and that concentration is not necessarily innate but can be developed with practice. Perhaps it is time that we challenge our own behaviours, not through the lens of mere social acceptability, but rather with the ultimate goal of exemplifying how technology should best fit into what we do at all times. As Angela Watson of Truth for Teachers so aptly reminds us, it is us who should control our technology and not the other way around.