The importance of design and technology (D&T) education has been advocated by numerous researchers over the last three decades. For instance, Nigel Cross suggests that in design education, there are ill-defined problems and "designerly ways of knowing" (2006). Today D&T in school education is employed globally and the common threads encompass reflective practice (Mawson, 2007) and user-centered approaches to innovation (Nicholl et al., 2013). In India, while there has been some research to envision a D&T curriculum in school education, the full potential of D&T is yet to be implemented and utilized. The current work builds on the insights gained from past D&T studies in India (Khunyakari et al., 2007) and is part of a longitudinal participatory action research (PAR) project involving a local school, its teachers, and its students (Deshmukh et al, 2018). A goal of this project is to engage students in D&T based collaborative activities, and provide them opportunities to develop creativity, design thinking, arts and crafts, language, and communication skills. This article reports observations of one such activity in the form of a design-based module conducted in a month-long summer camp for children.