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In general energy conservation information policy instruments yield poor results. This article claims that the contents of such policy must be better adapted to household members' everyday life experiences in order to capture their interest and transform information into action. The article elaborates on how to ground energy policy information in the everyday doings and strivings of households. Using two time-geographical concepts, i.e., activity and project, we investigate how people understand and define their energy-related activities as parts of overarching everyday projects with a focus on the constraints on energy conservation. The analysis is empirically based on interview data from a case study of households' use of renewable heating technologies. The results illustrate how peoples' heating activities are related to everyday projects such as reducing environmental impact; comfort for a convenient daily life; the household budget balance, , learning about and/or maintaining home technologies; and hobbies.One conclusion is that information instruments focusing solely on one or two such projects might hamper the translation from information to action and also limit the number of people interested in or able to access the information. Another conclusion is that the growing use of energy-efficient technologies might influence new habits and perceptions of the everyday use of energy, making common economic motives for saving energy less useful. Anchoring energy-related information and support in the everyday activities and projects of households would facilitate the translation process. If this is achieved, information could prove a useful instrument in the broader reorganization of societal institutions in a sustainable direction.

Energy‐efficient technologies are not just objects that might enable households to carry out more sustainable practices; they are tools, and using them effectively requires certain skills and knowledge. Households' difficulties in handling home heating and hot water technologies in particular have been highlighted as an obstacle to meeting energy conservation objectives. This has given rise to calls for improved support based on how the households define their activities and handle these technologies. By deploying a socio‐cultural theory of learning and using in‐depth interviews with households that have recently purchased renewable heating systems, this paper examines various situations in which people have learnt to use the technologies, and it discusses lessons learnt that may be useful for developing support. The results demonstrate three common learning approaches and identify situations where the learning process runs smoothly and where it does not. The conclusions suggest strategies for helping households overcome the resistance embedded in the interaction with the technologies, and they highlight the importance, when developing support, of starting with what creates meaning in various situations.

The use of smartphones and tablet devices in activities is believed to have great potential for enhancing the participation of people with intellectual disabilities. However, these technologies, in themselves, do not contribute to participation. What matters is how they are used. Employing the concept of domestication and insights gained from interviews with staff, this article examines conditions for the enhanced participation of youths with intellectual disability and how tablet devices are being integrated into social care settings, in particular. The findings reveal two approaches to tablet integration. In one approach, tablet use is an organized practice focused on technology acquisition, skills improvement and entertainment. In the other, it is integrated into existing practices as an aid to interpersonal communication. The organized digital activities create conditions for the youths to participate like non-disabled peers. The greatest potential for enabling participation with each other is when the youths themselves initiate the use of tablets.

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