Students are coming to school with more and more exposure to digital tools, such as smartphones, tablets, and social networking apps (Rideout, Foehr, and Roberts 2010). Though teachers are trying to "catch up" with their students, many were not provided instruction in these skills during their preservice training, and technology is only one among many topics in competition for district in-service time. Schools have an increasing need to provide not only the tools, but also the training for technology in the classroom. As technology changes the foundation of education, new issues emerge. Among these is the appropriate and responsible use of technology in the educational field--digital citizenship. Because the scope of digital citizenship is wide-ranging, educators may be hesitant to attempt teaching digital-age skills in their classrooms. A process needs to be in place so that all teachers can learn and understand the skills and concepts involved in digital citizenship. In their book, "Digital Citizenship in Schools," Ribble and Bailey (2007, 10) described digital citizenship as the "norms of appropriate, responsible behavior with regard to technology use." While this definition is broad, it covers many aspects of technology and the people that use it. To help focus the conversation, this definition also includes a framework of nine elements that help to define and organize the topics being addressed with regard to technology. The nine elements of digital citizenship (Ribble and Bailey 2007) are outlined in this article. As the impact of technology continues to grow, both inside schools and out, the skills needed to become effective digital citizens will be ever increasing. Educators can no longer wait for the next digital tool or federal mandate to be released. Digital citizenship education is needed today.