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Referencias bibliográficas • Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Boston, MA: Allyn & Bacon. • Becker H. J., Riel M. M., (2000) Teacher Professionalism and the Emergence of Constructivist-Compatible Pedagogies. College Teaching Methods and Styles Journal, Irvine: University of California, Irvine, Center for Research on Information Technology and Organizations. • Belenky M., Clinchy B., Goldberger N., Tarule J., (1986) Women's ways of knowing: The development of self, voice and mind, New York, NY: Basic Books. • Biggs J., Collis K., (1982) Evaluating the quality of learning: The SOLO taxonomy, New York, NY: Academic Press. • Boyle E. A., Connolly T. H., Hainey T., Boyle J. M., (2012) Engagement in digital entertainment games: A systematic review. Computers in Human Behaviour 28: 771-780. • Budge K., Cowlishaw K., (2012) Student and teacher perceptions of learning and teaching: A case study. Journal of Further and Higher Education 36 (4): 549-565. • Chai C., (2010) Teachers' epistemic beliefs and their pedagogical beliefs: A qualitative case study among Singaporean teachers in the context of ICT-supported reforms. The Turkish Online Journal of Educational Technology 9 (4): 128-139. • Chan K., Elliot R., (2004) Relation analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education 20 (8): 817-831. • Connolly T. M., Boyle E. A., MacArthur E., Hainey T., Boyle J. M., (2012) A systematic literature review of empirical evidence on computer games and serious games. Computers & Education 59: 661-686. • Donnelly D., McGarr O., O'Reilly J., (2011) A framework for teachers' integration of ICT into their classroom practice. Computers & Education 57: 1469-1483. • Downes T., Fluck A., Gibbons P., Leonard R., Matthews C., Oliver R., Williams M., (2001) Making better connections: Models of teacher professional devel, This article theorizes the construction of a classification framework to explore teachers' beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers' epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub