Design and technology (D&T) is taught in most primary (5-11 year old children) and secondary schools (11-16 year olds) in England. Seen by some as a relatively new subject (White, 2011), some of its origins lie in craft tradition and domestic skills. This is partly reflected in classroom activities where children design and make, usually in response to a design brief or context. In the latest iteration of the curriculum (Department of Education, 2013) children are expected to learn about and use the full range of materials (such as electronics, metal, plastic, textiles, and wood) in design-and-make projects. However, the English D&T curriculum does emphasise the importance of teaching children about technological developments (Department of Education, 2013) so they can understand them, use them in their design work, and critique them (Barlex, Givens, & Steeg, 2015). This brings its own challenges, as some new and emerging technologies are not available in the classroom for children to handle, explore, and design and make with. This article defines and discusses design fiction, which is a teaching strategy that provides D&T teachers with a teaching strategy that could overcome that barrier to designing with newer technologies.