in order to demonstrate support for their students. These teachers also believed in creating bonds with students and developing a "community of learners," which means that all students worked collaboratively to become responsible for each other's learning. Ladson-Billings maintains that in order for teachers to use culturally relevant pedagogy successfully, they must also show respect for students and "understand the need for the students to operate in the dual worlds of their home community and the white community". There have been many studies done in response to how students respond to teachers that exhibit the above characteristics, incorporating the principles and use of these strategies within the classroom. For instance, Tyrone C. Howard looked at the "perceptions and interpretations" of students who have experienced this type of learning environment. The qualitative data which included students response, is evidence that this is a positive and effective form of pedagogy. Using technology to promote CRT Optimistically, technology offers the unique chance for educators to bridge the curriculum of school to the 21st century learner, as culturally relevant teaching intends. The most significant barrier to the implementation of culturally relevant teaching has been the prevailing disconnect between school learning and the real-world needs of students particularly minority students. Yet, when used correctly, "computer technology can provide students with an excellent tool for applying concepts in a variety of contexts, thereby breaking the artificial isolation of school subject matter from the real-world situations" Technology permeates the real-world environment of the 21st century student. It is literally integral in the culture of the digital native learner. According to their literature review, Conole et al. found that for today's students, technology is transferable, integrated, personalized, organized, adaptive, and pervasive. Today's student is continuously connected and in many cases far more of an expert than their teacher. Thus, if schools utilize technology, the curriculum becomes truly relevant and responsive to the learner of the 21st century. In school learning mirrors the learning they engage in outside of school. With technology, students possess the ability to connect and interact with colleagues, across the globe, who share their views and beliefs. In interviews, digital natives report that, "lost cost communication technologies such as Skype, MSN chat, and email were considered invaluable forms of communication". With technology, learners are able to form social groups and engage in cross-cultural interactions that provide instant feedback and learning challenges beyond the capacity of