According to me, when all these tools and platforms are part of students’ lives, teaching digital citizenship isn’t a luxury but a necessity. It will create the understanding of being a responsible member in both online and face-to-face environment of digital citizenship in my classroom. To support my answer I took some instances from Ribble’s nine dimensions of digital citizenship. 

• Digital Access: I will make a good balance on using digital tools in a way that all students have a fair chance of achieving good grades. Chapters will involve understanding and overcoming digital inequalities as well as principles of justice for technology.
• Digital Commerce: That way, the students will be able to learn from me how to search for, assess, and use resources found on the Internet appropriately.
• Digital Communication and Collaboration:  Respectful communication behaviour of students that can be taken into any setting will also be learnt by the students. 
• Digital Law: Topics such as copyright, intellectual property and personal data privacy shall be covered in detail to help students avoid the wrong doing . I will then be able to explain how bad digital decisions can actually negatively affect everyday life.
• Digital Health and Wellness: In this way, I will make sure that by presenting various opportunities offered by digital tools in learning process, I will also underline potential problems connected with it and with spending too much time in front of screens. 

These nine elements provide a framework so as to guarantee that students are not just appropriate consumers but also socially appropriate producers with technology. For example, education in digital commerce is more than simply learning about the use of the internet for making purchases, but learning about a global network economy. Incorporating the principles of digital citizenship into the lessons plans will help students to succeed in today’s world where the online and real life interconnected.