This chapter examines how designing, particularly collaborative designing, could be promoted in technology education classrooms. A few pedagogical models, where the design process is approached through collaborative inquiry, are presented. One approach, Learning by Collaborative Design (LCD), is described in greater detail, because of its unique applicability to technology education. The approach focuses on object-oriented learning, i.e., learning activities organized around the systematic and deliberate pursuit of knowledge creation by constructing design artifacts. The chapter introduces focal elements of the LCD model, such as authentic design tasks that balance openness and constraints, as well as promotion of mediated and embodied design practices, and discusses their implications for technology education. In conclusion, the linkage between design learning and the maker movement is examined, and directions for future research are proposed.