Didactics has evolved from pre-didactics, didactics-dialectics, classical or traditional didactics and now to digital age didactics. However, few studies allude to the significance of this evolution. We present a case study of digital age didactics of student-teachers exploration using the virtual class platform to discover prominent female mathematicians. With ethnographic analysis of the results, it was discovered that student-teachers successfully employed the platforms to plan and design, teach and learn, diagnose problems, and participate in virtual activities. We concluded that the framework was suitable as it allowed for collaboration, participation and innovation. We therefore recommended that all assessment for, assessment as and assessment of criteria be channelled into digital age didactics.