This article presents a new teaching method that embraces media production as a principle in education, aimed at effectively conveying the philosophy of mathematics. Based upon this premise, the content of the philosophy of mathematics course was reimagined as a digital newspaper, reminiscent of past printed editions. This transformation was carried out collaboratively with participants, shaping the course delivery accordingly. The effect of this method on the participants' technological pedagogical content knowledge was investigated using a mixed methodological approach with a sample of forty pre-service mathematics teachers. By digitally recreating historical contexts, participants had the opportunity to explore the philosophers and scientists of the relevant period, along with the social conditions they experienced. Adopting this method helped participants overcome the anachronistic epistemology fallacy, allowing them to develop their imagination and perception of the past compared to the traditional approach. It also highlights how the method transformed the class into a more engaging and entertaining part of the curriculum. Research findings reveal that creating a newspaper not only encourages the technological pedagogical development inherent in the teaching profession but also contributes to the development of the roles expected from the individual in the educational environment in the technology age. Therefore, this method may serve as a source of inspiration for teacher educators, especially those teaching courses in related contexts.