Abstract
This study aimed to use fairy-tale therapy technology by teachers in the formation of children’s communication skills and was patterned according to this purpose. In this context, it was aimed to conduct a study with primary schoolteachers. The research was created and applied in the spring academic period of 2021–2022. 276 primary schoolteachers voluntarily participated in the study. In the research, fairy-tale therapy technology training was provided to the group participating in the study in the form of a 3-weeks online training. In order to collect data, the ‘technology and fairy-tale therapy’ data collection tool developed and validated by the researchers was used in the study. The data collection tool used in the study was delivered to and collected from the people participating in the study by the online method. The analysis of the data was carried out using the SPSS programme; frequency analysis was performed with the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it is seen that primary schoolteachers adopted the fairy-tale therapy technology in their professional lives and achieved positive results as they also used them in their professional lives. Keywords: Elementary schoolteachers, fairy-tale therapy, distance education, technology;