Dr. Gila Zilka

Dr. Gila Cohen Zilka

Books

1. Zilka, C.G. (2014). Empowering Parents in the Social Media Age – The Three Element Way. Betan (Zmora-Betan-Modan Publishing) - Galim (220 p.). (Hebrew).

2. Zilka, C.G. (2014). Empowering Educators & Mentors in the Social Media Age – The Three Element Way. Betan (Zmora-Betan-Modan Publishing) - Galim (240 p.). (Hebrew).

Articles

1. Zilka, C.G. (2023). Social-Emotional aspects of the Biodanza space in kindergarten. International Education Studies, 16(2). https://doi.org/10.5539/

2. Zilka, C.G. (2022). Mentoring approaches preferred by mentors in their work with immigrant youths. Which approaches to mentoring do mentors choose to work with immigrant youth, how, and why? What is the mentors’ initial assumption in their work with immigrant youths. Review of European Studies, 14(1). 10.5539/res.v14n1p1

3. Zilka, C.G. (2022). Teacher’s place as an educator in social interaction, in the digital age, from the point of view of preservice teachers completing student teaching in primary and secondary schools. Journal of Educators Online, 19(1). https://www.thejeo.com/archive/2022_19_1/zilka

4. Zilka, C.G. (2022). Empowerment and development of self-leadership of children and youths, Lile's story. International Education Studies,15(4). https://doi.org/10.5539/

5. Zilka, C.G. (2022). Democratic aspects of learning and teaching, as perceived by preservice teachers: Common and different characteristics of face-to-face, blended, and virtual learning environments. Journal of Educators Online, 19(2). https://doi.org/10.9743/JEO.2022.19.2.12

6. Zilka, C.G. (2022). The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives. Issues in Informing Science and Information Technology Education, 19, 71-95. https://doi.org/10.28945/4949

7. Zilka, C.G. (2022). Biodanza and the implementation of the principle of biocentric education in kindergartens. Review of European Studies, 14(4). 10.5539/res.v14n4p26

8. Barak, D., Aizenberg, M., & Zilka, C.G. Changing trends in distance teaching among instructors in higher education in the shadow of the corona crisis. Quality Assurance in Education. 10.1108/QAE-01-2022-0027

9. Zilka, C.G., & Cohen, R., (2022). The digital literacy of students belonging to different sectors and studying on multicultural campuses. Israel Affairs, 28(2).

10.1080/13537121.2022.2041828 10. Aizenberg, M., & Zilka, C.G. (2022). Preservice kindergarten teachers’ online teaching practices during the COVID-19 lockdown period. Journal of Early Childhood Teacher Education, 1-17. 10.1080/10901027.2022.2075813

11. Zamir, S. & Zilka, C.G. (2022). The countenance of the value of patriotism among young and mature preservice teachers during their apprenticeship at school. Israel Affairs. 10.1080/13537121.2022.2017143

12. Rahimi, D.I. & Zilka, C.G. (2022). Attitudes to Online Learning by Means of Zoom in the Period of the COVID-19 Crisis. Review of European Studies, 14(3), 70-87. 10.5539/res.v14n3p70

13. Zilka, C.G. (2021). Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers. International Journal of Information and Learning Technology, 38(4), 364-380. https://doi.org/10.1108/IJILT-02-2021-0041

14. Zilka, C.G. (2021). Attitudes, emotions, and the use of emoji in social networking apps by children, adolescents, and young adults. Interchange (INCH), 52(3), 337-355. https://doi.org/10.1007/s10780-021-09439-z https://link.springer.com/article/10.1007%2Fs10780-021-09439-z

15. Zilka, C.G. (2021). Attitudes of pre-service kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens. Educational Technology Research and Development, 69, 711–731. 10.1007/s11423-021-09982-7

16. Zilka, C.G. (2021). Distance learning during the COVID-19 crisis, as perceived by preservice teachers. Issues in Informing Science and Information Technology, 18, 141-159. https://doi.org/10.28945/4795

17. Zilka, C.G. (2021). Positive and negative experiences, e-safety and sharing with others: Surfing the internet and social networks and the correlations between experiences, self-image and computer skills among children and adolescents. Asian Social Science, 17(9). DOI: 10.5539/ass.v17n9p1

18. Zilka, C.G. (2021). Preservice teachers’ experience in learning and teaching social sciences in secondary education using the inquiry-based learning method. International Education Studies, 14(9). doi.org/10.5539/

19. Zilka, C.G. (2021). The experience of absorption of new immigrant adolescents in the digital age, as perceived by mentors who work with them from a social-emotional point of view. Review of European Studies, 13(3), 31-42. 10.5539/res.v13n3p31

20. Aizenberg, M., & Zilka, C.G. (2021). Perception of the role of the coaching kindergarten teacher in the training of students in early childhood education during the corona epidemic from the point of view of the students. Hal’ah, 2, 157-182. (Hebre'הלאה' )

21. Zilka, C.G., &Goldberg, C. (2021). Watching of scary TV shows by children and youth, identification with characters, and resulting fears and nightmares. Review of European Studies, 13(1), 1-13. DOI:10.5539/res.v13n1p1

22. Zilka, C.G., Dolev, T., Ben-David, T., & Zilcha-Mano, S. (2021). From risk to advantage: The effect of active mediation during children's viewing of reality television. Psychological Studies. 10.1007/s12646-021-00596-w

23. Zilka, C.G., Finkelstein, I., Cohen, R., & Rahimi, D.I. (2021). Implications of the Digital Divide for the Learning Process During the COVID-19 Crisis. Review of European Studies, 13(2), 57-71. 10.5539/res.v13n2p57

24. Zilka, C.G. (2020). A process to empower and change the behavior of aggressive children: Luna's story. Journal on Educational Psychology, 13(4), 44-58. DOI:10.26634/jpsy.13.4.17064

25. Zilka, C.G. (2020). Empowering immigrant children at risk: The story of Alex. Journal on Humanities & Social Sciences, 2(2). https://imanagerpublications.com/article/17659/

26. Zilka, C.G. (2020). Feelings of belonging or alienation and social emotional perceptions of immigrant youths in the digital age, in comparison with native-born youths. Education and Information Technologies, 26, 1937–1954. DOI: 10.1007/s10639-020-10333-x

27. Zilka, C.G. (2020). Openness and development or self-criticism of preservice teachers watching videos of themselves teaching a lesson. Review of European Studies, 12(4). DOI:10.5539/res.v12n4p1

28. Zilka, C.G. (2020). Social presence in blended course forums in the training of preservice teachers. International Journal of Mobile and Blended Learning (IJMBL), 12(4), 17-33. DOI: 10.4018/IJMBL.2020100102

29. Zilka, C.G. (2020). Teenagers connected to digital environments – what happens when they get to school? Commonalities, similarities and differences from their perspective. Education and Information Technologies, 25, 1743–1758. DOI 10.1007/s10639-019-10052-y

30. Zilka, C.G. (2020). The experience of receiving and giving public oral and written peer feedback on the teaching experience of preservice teachers. In M. Jones (Ed.), Proceedings of InSITE 2020: Informing Science and Information Technology Education, pp 1-13. Informing Science Institute. https://doi.org/10.28945/4502

31. Zilka, C.G. (2020). Use of social networking applications (SNAs) by immigrant children, adolescents, and young adults. International Journal of Mobile Communication, 18(3), 257-272. https://doi.org/10.1504/IJMC.2020.107099

32. Zilka, C.G. (2019). Reflective process of pre-service teachers who watch video recordings of lessons they taught. Journal of Educational Technology, 16(3), 7-20.

33. Zilka, C.G. (2019). The digital divide: Implications for children and adolescents’ eSafety. International Journal of Technology Enhanced Learning, 11(1), 20-35. DOI: 10.1504/IJTEL.2019.096736

34. Zilka, C.G., Rahimi, D.I., & Cohen, R. (2019). Sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. American Journal of Distance Education, 33(1), 2-15. https://doi.org/10.1080/08923647.2019.1554990

35. Zilka, C.G. & Zeichner, O. (2019). Factors necessary for engaging preservice teachers studying in virtual and blended courses. International Journal of Mobile and Blended Learning (IJMBL), 11(1), 42-57. DOI: 10.4018/IJMBL.2019010104

36. Cohen, R., Rahimi, I. D., & Zilka, C.G. (2019). Self-efficacy, challenge, threat and motivation in virtual and blended courses on multicultural campuses. Issues in Informing Science and Information Technology, 16, 71-95. https://doi.org/10.28945/4295

37. Zilka, C.G. (2018). Аlways with them: Smartphone use by children, adolescents, and young adults – characteristics, habits of use, sharing, and satisfaction of needs. Universal Access in the Information Society (UAIS). DOI 10.1007/s10209-018-0635-3

38. Zilka, C.G. (2018). eSafety and sharing habits with family and friends among children and youths. Child and Adolescent Social Work Journal, 36, 521–535. DOI 10.1007/s10560-018-0573-1

39. Zilka, C.G. (2018). E-safety in the use of social networking apps by children, adolescents, and young adults. Interdisciplinary journal of e-Skills and lifelong Learning,14, 177-190. https://doi.org/10.28945/4136.

40. Zilka, C.G. (2018). Internet Communication as a Springboard for Establishing High-Quality Communication among Teenagers: Opportunity vs. Risk. Journal on Educational Psychology, 12(2), 17-25.

41. Zilka, C.G. (2018). Integrating computers into kindergartens and kindergarten teachers’ perspectives. Social Issues in Israel, 26, 58-90. (Hebrew).

42. Zilka, C.G. (2018). Medium preferences of children and adolescents for content distributed by the media. Interchange (INCH), 49(4), 457-476. doi.org/10.1007/s10780-018-9337-2

43. Zilka, C.G. (2018). Why do children and adolescents consume so much media? An examination based on self-determination theory. Global Media Journal, 16(30), 11-121.

44. Zilka, C.G. (2018). Working with immigrant children and adolescents at risk: Mentors’ use of The Elements Way. Psychology Research, 8 (7), 308-321. doi:10.17265/2159-5542/2018.07.003

45. Zilka, C.G., Cohen, R., & Rahimi, D.I. (2018). Teacher Presence and Social Presence in Virtual and Blended Courses. Journal of Information Technology Education: Research, 17, 103-126. https://doi.org/10.28945/4061

46. Zilka, C.G. & Romi, S. (2018). Television Viewing Habits and Identification with Characters Seen among At-risk and Normative Children and Youth. International Journal of Child, Youth and Family Studies, 9 (3), 47-67. DOI: 10.18357/ijcyfs93201818276

47. Zilka, C.G. (2017). Awareness of eSafety and potential online dangers amongst children and teenagers. Journal of Information Technology Education: Research, 16, 319-338. https://doi.org/10.28945/3864

48. Zilka, C.G. (2017). Awareness of ICT capabilities, digital literacy, and use of reflective processes in children who received their first home computer. Journal of Technology Enhanced Learning, 9(1), 80-98.

49. Zilka, C.G. (2017). Children's viewing and browsing habits - alone, with family and friends, on television, and using a desktop or hybrid computer. Journal of Educational Technology, 14 l)3(, 1-14. https://eric.ed.gov/?id=EJ1171299

50. Zilka, C.G. (2017). The Elements Way, Empowering Parents, Educators, and Mentors in the Age of New Media. Issues in Informing Science and Information Technology Education,14, 101-119. https://doi.org/10.28945/3702

51. Zilka, C.G. & Zeichner, O. (2017). Forums and Critical Factors Involved in Feelings of Challenge and Threat among Preservice Teachers Studying Virtual and Blended Courses. Journal of Educational Technology, 13 (4), 1-13.

52. Zilka, C.G. (2016). Do online friendships contribute to the social development of children and teenagers? The bright side of the picture. Journal of Humanities and Social Science, 6 (8), 102-112.

53. Zilka, C.G. (2016). Reducing the digital divide among children who received desktop or hybrid computers for the home. Journal of Information Technology Education: Research, 15, 233-251.

54. Zeichner, O., & Zilka, C.G. (2016). Feelings of Challenge and Threat among Pre-Service Teachers Studying in Different Learning Environments – Virtual vs. Blended Courses. Journal of Educational Technology, 13 (1), 7-19. Chapters in Scientific Books

55. Aizenberg, M., & Zilka, C.G. (2022). e-readiness of preservice kindergarten teachers’ for teaching practices, during the COVID-19 lockdown period. In M. Jones (Ed.), Proceedings of InSITE 2022: Informing Science and Information Technology Education. (Q3)

56. Zilka, C.G. (2019). The use of mobile technologies by immigrant adolescents in coping with the new language and with their formal studies. In A. Forkosh-Baruch, & H. Meishar-Tal. (Eds.). Mobile technologies in educational organizations, (pp. 192-210). IGI Global, USA. DOI: 10.4018/978-1-5225-8106-2.ch010

57. Zilka, C.G. (2015). Social competence of children at risk: Similarities and differences among the various assessors. In E. Grupper, & S. Romi, S. (Eds.). Children and adolescents at risk in Israel. Vol 2. The voice of young people and issues faced by child and youth care workers, (pp. 113-85). Tel Aviv: MOFET (Hebrew).

58. Zilka, C.G. (2012). Reducing the Digital Gap among Underserved populations in Israel. Ma'of u-Ma'aseh Teaching and Learning in the Internet Era. Achva Academic College. 101-138. (Hebrew).

59. Zilka, C.G., Lasri, E. (2012). Reducing the Digital Gap, Lahava project as case study. E. Lasri (Eds.), Economy, Society and Privatization in the Locl Government. Bar-Ilan University, Ramat-Gan. 190-208. (Hebrew).

60. Zilka, C.G. (2011). Digital environment in the kindergartens. In D. Chen, & G. Kurtz (Eds.), ICT, Learning and Teaching. The Center for Academic Studies, Or-Yehuda. 207-230. (Hebrew).

61. Zilka, C.G. (2010). Boys and Girls in the digital learning environment. In A. Gilad,, M. Shcter., S. Melat (Eds.), Gender dialogue in education, practice and theory. Achva Academic College. 33-70. (Hebrew).

62. Zilka, C.G. (2006). Boys and Girls in the Instant Messaging Environment. In L. Birch and E. Gilad (Eds.), My voice, your voice, gender, education, and society. Achva College of Education: Institute for the Study of Gender. 113-144. (Hebrew).