ד"ר גילה זלכה

Zilka, Gila Cohen et al. (2024) Biodanza and a sense of resilience in times of war. Journal of Bodywork and Movement Therapies, Volume 40, 2136 - 2146

Rahimi, I. D., Zilka, G. C., & Avidov-Ungar, O. (2024). Information and communications technology and resilience of first-generation students compared to students with educated parents. Issues in Informing Science and Information Technology, 21, Article 8.

Aizenberg, M., Zilka, G.C. Technological leadership of kindergarten teachers along their careers and during the COVID-19 period. ICEP 18, 10 (2024).

Gila Cohen Zilka (2023) Gen Z Self-Portrait: Vitality, Activism, Belonging, Happiness, Self-Image, and Media Usage Habits. Issues in Informing Science and Information Technology, Volume 20, pp. 111-128

Rahimi, I. D., & Zilka, G. C. (2023). Self-Efficacy in Learning English as a Foreign Language Via Online Courses in Higher Education. Issues in Informing Science and Information Technology, 20, 129-147.

Gila Cohen Zilka & Revital Cohen (2022) The digital literacy of students belonging to different sectors and studying on multicultural campuses, Israel Affairs, 28:2, 297-315

Zilka, G. C. (2022). The tutor’s role in the online training of preservice teachers: Tutor and tutee perspectives. Issues in Informing Science and Information Technology, 19, 71-93.

Barak, D., Aizenberg, M. and Zilka, G.C. (2022), "Changing trends in remote teaching among instructors in higher education in the shadow of the coronavirus crisis", Quality Assurance in Education, Vol. ahead-of-print No. ahead-of-print.

Gila Cohen Zilka, 2022. "Mentoring Approaches Preferred by Mentors in Their Work With Immigrant Youths," Review of European Studies, Canadian Center of Science and Education, vol. 14(1), pages 1-1, March.

Merav Aizenberg & Gila Cohen Zilka (2022) Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period, Journal of Early Childhood Teacher Education

Rahimi, I. D., & Zilka, G. C. (2022). Students' Attitudes to Online Learning by Means of Zoom in the Period of the COVID-19 Crisis. Review of European Studies 14 Rev. Eur. Stud.

Zilka, G. C. (2022). Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens. Review of European Studies 14 Rev. Eur. Stud.

Zilka, G.C., Dolev, T., Ben-David, T. et al. From Risk to Advantage: The Role of Active Mediation in the Viewing of Big Brother by Children and Pre-adolescents. Psychol Stud 66, 73–84 (2021).

Zilka, G.C. Attitudes, Emotions, and the Use of Emoji in Social Networking Apps by Children, Adolescents, and Young Adults. Interchange 52, 337–355 (2021).

Zilka, G.C. Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens. Education Tech Research Dev 69, 711–731 (2021).

Zilka, G.C. (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, Vol. 38 No. 4, pp. 364-380.

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.

Sara Zamir & Gila Cohen Zilka (2021) The countenance of the value of patriotism among young and mature pre-service teachers during their apprenticeship at school, Israel Affairs

Zilka, G.C. Аlways with them: smartphone use by children, adolescents, and young adults—characteristics, habits of use, sharing, and satisfaction of needs. Univ Access Inf Soc 19, 145–155 (2020).

Zilka, G. C. (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.

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.

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.

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.

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)

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.

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.

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

Cohen, R., Rahimi, I. D., & Zilka, G. C. (2019). Self-efficacy, challenge, threat and motivation in virtual and blended courses on multicultural campuses. Issues in 4 Informing Science and Information Technology, 16, 71-95.

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.

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

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.

Zilka, C.G., Rahimi, D.I., & Cohen, R. (2019). Sense of challenge, threat, selfefficacy, and motivation of students learning in virtual and blended courses. American Journal of Distance Education, 33(1), 2-15.

Zilka, G.C. eSafety and Sharing Habits with Family and Friends Among Children and Adolescents. Child Adolesc Soc Work J 36, 521–535 (2019).

Zilka, G. C. (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.

Zilka, G.C. Medium Preferences of Children and Adolescents for Content Distributed by the Media. Interchange 49, 457–476 (2018).

Zilka GC. Why Do Children and Adolescents Consume So Much Media? An Examination Based on Self-Determination Theory. Global Media Journal 2018, 16:30.

Gila, C. Z. (2018). Internet communication as a springboard for establishing high-quality communication among teenagers: Opportunity vs. risk. I-Manager's Journal on Educational Psychology, 12(2), 17.

Cohen Zilka, G., & Romi, S. (2018). VIEWING HABITS AND IDENTIFICATION WITH TELEVISION CHARACTERS AMONG AT-RISK AND NORMATIVE CHILDREN AND ADOLESCENTS. International Journal of Child, Youth and Family Studies, 9(3), 47-67.

: Zilka, G. C. (2017). Awareness of eSafety and potential online dangers among children and teenagers. Journal of Information Technology Education: Research, 16, 319-338.

Zilka, G. C. (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.