Professor
IPT
Office: 150-K MCKB
Phone: 801-422-1171
Email: nope@peter_rich@byu.edumsn.com
Website: peterjrich.com
I served an LDS mission to Curitiba, Brazil from 1997-1999. After returning from my mission, I pursued a bachelor's degree in Spanish, with a minor in TESOL. Following a semester teaching adult literacy in rural Mexico, I married my sweetheart, Paulina Alejandra, a Chilean I met while studying at BYU. I worked with BYU and the Provo School district creating instructional materials and soon pursued a degree in Instructional Technology at the University of Georgia. Since 2007, I have been with the BYU IP&T faculty and have thoroughly enjoyed it and the students we get to work with.
As a faculty member, I have been able to pursue my interests in better understanding how people learn, the design and development of instructional materials, and teaching children how to program and to think like engineers. I do this through helping children to create games, which encourages learning through design, a pedagogical approach I have found to be effective in creating lasting memory, retention, and interest.
Technology Integration (IP&T 372)
Instructional Design (IP&T 564, IP&T 664),
Instructional Product Development (IP&T 560; IP&T 660; IP&T 760R; IP&T 515R, 002)
Educational Psychology (formerly IP&T 301, IP&T 420)
Applied Creativity (IP&T 692R)
I have several different research interests that I have pursued throughout my career.
Association for Educational Communications & Technology. Research and Theory Division
2019
Design & Development Division of the Association for Educational Communications and Technology
2015
Pacificorp
2014
Research and Theory Division of the Association for Educational Communications and Technology
2015
OBTS and the Journal of Management Education
2015
High School Biology Teachers’ Integration of Computational Thinking into Data Practices to Support Student Investigations
Trends in Tools Used to Teach Computational Thinking through Elementary Coding
Expecting the unexpected: A collaborative autoethnography of instructors’ experiences teaching advanced instructional design
Measuring the Effect of Continuous Professional Development on Elementary Teachers’ Self-Efficacy to Teach Coding and Computational Thinking
Measuring Teacher Beliefs About Coding and Computational Thinking
The Ecology of Study Abroad for Language Learning: Synthesis and Interdisciplinary Insights
Navigating worlds of significance: How design critiques matter to studio participants
High School Science Teacher Use of Planning Tools to Integrate Computational Thinking
A Systematic Review of “Hour of Code” Research
Preparing elementary school teachers to teach computing, coding, and computational thinking.
Development and analysis of the elementary student coding attitudes survey
Using computational thinking for data practices in high school science
Using Dr. Scratch as a formative feedback tool to assess computational thinking
"It's So Wonderful Having Different Majors Working Together": The Development of an Interdisciplinary Design Thinking Minor
Coding in K-8: International Trends in Teaching Elementary/Primary Computing
Does educational gamification improve students’ motivation? If so, which game elements work best?
Enablers and Inhibitors to Integrating Computing and Engineering Lessons in Elementary Education
Describing Spiritual Growth in an Online Religious Education Course
Computing and engineering in elementary school: The Effect of year-long training on elementary teacher self-efficacy and beliefs about teaching computing and engineering
Benefits, challenges, and perceptions of the multiple article dissertation format in instructional technology.
Using educational technologies to scaffold high school and college students' skill and will to learn to learn better
Innovating How We Teach Collaborative Design Through Studio-based Pedagogy
Understanding the use of video analysis tools to facilitate reflection among pre-service teachers
Inside the black box: Revealing the process in applying a grounded theory analysis
Using video to analyze one's own teaching
New technologies, new approaches to evaluating academic productivity
How programming fits with technology education curriculum
Beyond Transcription: Technology, Change, and Refinement of Method
Ten essential questions educators should ask when using video annotation tools
Using online technologies to extend a classroom to learners at a distance
Scaffolded video self-analysis: Discrepancies between preservice teachers' perceived and actual instructional decisions
Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection
Science Practices Innovation Notebook (SPIN): Cultivating Data Practice Skills through Computational Thinking and Self-Regulated Learning
Trends in formal computer science education in secondary classrooms in the United States