The paper examines the issues of popularization of intangible cultural heritage (folklore) at modern schools. It presents the specific experience of the participants of the network educational workshop “Project activities of junior schoolchildren in the area of information and communication technologies in the process of implementa-tion of the “Perspective” Training Module”. The key features of this team’s work include the application of tra-ditional and modern folklore collected and systematized in the Mari El Republic by students and teachers of the Mari State University. Technologically, the distinctive feature of this project is the use of the SAMR model (the shift from substitution and augmentation to modification and redefinition). The authors' focus is modern forms of presentation, such as video reviews, visual novels and games. The paper includes the characterization of the examples of these forms and the detailed description of the creation stages of projects based on the material of folk fairy tales with the application of these forms. The authors conclude that traditional folklore (fairy tales) successfully functions in modern culture (for instance, on TikTok online platform as well as in games and visual novels); its images, ideas, and values get actualized. Another significant tendency is the so-called “personal appropriation”. The assimilation of the classical canonical works in the modern culture results in schoolchildren's mastery of skills and abilities for work with folklore texts (cultural retelling, analysis in the context of new genres and technologies).