Language Curriculums

Language Curriculums language-curriculim-featured2

Children today are “digital natives,” who are very connected to digital technology having been born into the digital era. This affects how they learn and process information.

Children learn best when technology is incorporated into their curricula. With a fun, electronic and mobile approach to learning Judaic studies, children are more likely to connect with their school work home, and actually be excited to complete their assignments and homework.

 The Compedia solution

Compedia’s new digital program, iTaLAM, is based on the successful international program, TaL AM.

TaL AM is a Hebrew language and Jewish heritage print-based curriculum used annually by 30,000 Grade 1-5 students in 350 Jewish day schools around the world. iTaLAM aims to transform the largely printed TaL AM curriculum into a blended internet-based digital curriculum for schools and for homeschooling the iGeneration, as well as to continue to provide exceptional curricular materials in the future.

The iTaLAM program is committed to Jewish education in the Hebrew language. It offers Jewish children the opportunity to learn about their heritage and develop their Jewish identity while expressing their unique voices.

 Learning Environment

The iTaLAM program provides an engaging interactive and multi-sensory experience for students.  It includes online games and interactive stories that further expand the material being taught in the classroom.

The iTaLAM materials add an experiential dimension to the printed materials used in the classroom. The program is online and works across platforms to provide the most seamless learning experience.

The iTaLAM program utilizes a learning management system, which can be modified to meet the user’s needs. It includes a detailed design of pedagogical curriculum units, which translates into an interactive design.


The following are results from a short pilot program that ran in seven schools:

The children demonstrated a joy of learning in the digital environment. They sang, learned and played in full cooperation with the staff.  Likewise, they were pleased to see themselves as part of the learning environment through their pictures, which were integrated into the song and story.

In general, the students interacted well with the interface and navigated in the environment successfully teachers gave them explanations in the class.

The teachers and principals were very intrigued and expressed an interest in taking part in the wider pilot which will take place in September 2015.