本研究基于PICRAT技术融入教育模型，对1008位上海小学英语教师进行问卷调查，旨在了解教师使用数字智能技术赋能教材使用的现状，探究影响教师技术使用的相关因素，并针对其中的困难和挑战提出应对策略。研究发现，教师教材使用中的AI技术应用以效率提升和资源拓展为主，呈现“替代普及、增强为主、变革初探”的格局。教师们在技术素养、技术可及性、资源匹配、政策和团队支持等方面面临挑战。要实现教材使用从“用技术教”到“用技术赋能学”的转变，关键在于构建有效的AI 赋能教材使用的教师教育支撑体系，推动教师AI 技术应用向“创造”和“变革”维度深度迁移。本研究将PICRAT模型应用于技术赋能的教材使用，探索技术融入理论在小学英语教育情境中的应用，以期为“人工智能＋教育”行动方案提供数据支持和建议，助力教师数字素养提升。

Based on the PICRAT model, this study conducted a questionnaire survey among 1, 008 primary school English teachers based in Shanghai. The research aimed to investigate how the teachers utilise digital and intelligent technologies to enhance textbook use, identify factors influencing their use of technology, and propose strategies to address the challenges they face. The findings reveal that the teachers’ technology use mainly focuses on improving efficiency and providing additional resources. The technologies are most frequently used to “Replace” existing teaching media, followed by applications to “Amplify” teaching and learning practices, and the use to “Transform” practices is minimal. The teachers face challenges such as insufficient technological literacy, limited access to tools, resource misalignment, inadequate policy support and collegial networks. To advance from merely “teaching with technology” to “empowering learning through technology,” it is essential to build a robust teacher-education support system for AI-empowered textbook use and promote the use of AI toward the “Creative” and “Transformative” dimensions of the PICRAT model. By applying the PICRAT model to technology-empowered textbook use and exploring the application of technology integration theory in primary school English education, this study provides data-driven insights and recommendations for the “AI+ Education” initiative, thereby supporting the improvement of teachers’ digital literacy.